LB 

"TEXAS' HIGH SCHOOLS 



COURSE OF STUDY 



ANNIE WEBB BLANTON 

State Superintendent of Public Instruction 




BULLETIN 151 



JULY, 1922 



y>( X3 



THE DEPARTMENT OF EDUCATION 
STATE OF TEXAS 




Glass. 
Book. 



TEXAS HIGH SCHOOLS 



COURSE OF STUDY 



ANNIE WEBB BLANTON 

State Superintendent of Public Instruction 




^fcccococcci** 



BULLETIN 151 



JULY. 1922 



THE DEPARTMENT OF EDUCATION 

STATE OF~TEXAS 



A82-822-15M-L 



I 



THE STATE DEPARTMENT OF EDUCATION 

Annie Webb Blanton, State Superintendent of Public Instruction 

DIVISION OF ADMINISTRATION 

S. M. N. Makes, First Assistant Superintendent 
Mary Jo Popplewell, Second Assistant Superintendent 
Mrs. Ella F. Little, Third Assistant Superintendent 

DIVISION OF HIGH SCHOOL SUPERVISION 

Katharine Gray, Chief Supervisor 

Gordon Damon, Carrie Belle Sterrett, W. B. Mikesell, J. H. Wisely, Mrs. 

R. L. Ragsdale, Charles M. Rogers, Susan Miles 

DIVISION OF RURAL SCHOOLS 

L. D. Borden, Chief Supervisor 

W. H. Bowman, S, E. Clark, John T. Conn, W. E. James, T. A. Fisher, 

Guy T. McBride, J. S. Rasco, G. A. Dayton, 

Georgie Walker, Selby Attwell 

division of negro schools 

L. W. Rogers 

DIVISION OF VOCATIONAL EDUCATION 

C L. Davis, Director of Agriculture 

J. H. Hinds, Assistant Director of Agriculture 

J. B. Rutland, Assistant Director of Agriculture 

Jessie Harris, Director of Home Economics 

Lillian Peek, Assistant Director of Home Economics 

N. S. Hunsdon, Director of Industrial Education 

Lizzie Barbour, Assistant Director of Industrial Education 

DIVISION OF STATISTICS 

Mrs. J. B. Gay, Statistician 

DIVISION OF AUDITS AND ACCOUNTS 

Amy V. Allen, Auditor 
Meta Huppertz, Assistant 

DIVISION OF CERTIFICATION OF TEACHERS 

Alma Boothe, Certificate Clerk 
J. F. Oglesby, Assistant 

DIVISION OF TEXT BOOK ADMINISTRATION 

Minnie Lee Barrett, Director 

L. S. Thrift, A. S. Thweatt, 0. P. Basford, Randolph Warren, 

Anne Rutherford, Bob Henderson, Felix S. Matthews 

division of correspondence and supplies 

Marguerite McHenry, Correspondence Clerk 

• Joe Oliver, Filing Clerk 

Anne McDonald, Kittie M. Shands, Royall Calder, Annie Steussy, Irma 

Johnson, Minnie Nowlin, Lola Kneip, M. M. Haberle, 

Mrs. M. Downing, T. Y. Collins 

Stenographers 

STATE BOARD OF EXAMINERS 

Emma Mitchell, Chairman 
Roberta Matthews J. R. Reid 

STATE BOARD OF EDUCATION 

Pat M. Neff, Governor, Chairman 
S. L. Staples, Secretary of State 

Lon A. Smith, Comptroller 
Anntw Wbrb Blanton, Secretary 

LIBRARY OF CONGxChSS j 

RECEIVED 

N0V8-19££ 

DOCUMENTS D'V ... ' 




3 V 

T\ HA- 
STATE INSTITUTIONS OF LEARNING 

^ UNIVERSITY OF TEXAS 

. *. Austin, Texas 

V * R. E. Vinson President E. J. Mathews, Registrar 

AGRICULTURAL AND MECHANICAL COLLEGE 
College Station, Texas 
Oh»W. B. Bizzeix, President Chas. E. Frlley, Registrar 

COLLEGE OF INDUSTRIAL ARTS 
Denton, Texas 
F. M. Bbaixey, President Walker King, Registrar 

SAM HOUSTON NORMAL INSTITUTE 
Huntsville, Texas 
H. F. Estill, President Bennette Wallin, Secretary 

NORTH TEXAS STATE NORMAL COLLEGE 
Denton, Texas 
W. H. Bruce, President A. C. McGinnis, Registrar 

SOUTHWEST TEXAS STATE NORMAL COLLEGE 
San Marcos, Texas 
C. E. Evans, President C. E. Ferguson, Registrar 

WEST TEXAS STATE NORMAL COLLEGE 
Canyon, Texas 
J. A. Hill, President John L. Humphries, Secretary 

EAST TEXAS STATE NORMAL COLLEGE 
Commerce, Texas 
R. B. Binnion, President L. I. Smith, Secretary 

SUL ROSS NORMAL COLLEGE 
Alpine, Texas 
R. L. Marquis, President Viola Baker, Secretary 

GRUBBS VOCATIONAL COLLEGE 
Arlington, Texas 
W. B. Bizzell, President M. L. Williams, Dean 

JOHN TARLETON AGRICULTURAL COLLEGE 
Stephenville, Texas 
W. B. Bizzell, President J. Thomas Davis, Dean 

STATE SCHOOL FOR THE BLIND 
Austin, Texas 
E. E. Bramlette, Superintendent and Secretary 
TEXAS SCHOOL FOR THE DEAF 
Austin, Texas 
Dr. F. B. Shuford, Superintendent T. V. Archer, Registrar 

STATE ORPHANS' HOME 
Corsicana, Texas 
Odie Minatra, Superintendent Aaron Ferguson, Secretary 

TEXAS STATE TRAINING SCHOOL FOR GIRLS 
Gainesville, Texas 
Dr. Carrie Weaver Smith, Superintendent 
STATE JUVENILE TRAINING SCHOOL 

Gatesville, Texas . 

J. W. Cantwell, Superintendent John E. McDonald, Accountant 

STATE SCHOOL FOR FEEBLE-MINDED 
Austin, Texas 
Dr. J. W. Bradfield, Superintendent 
PRAIRIE VIEW STATE NORMAL AND INDUSTRIAL COLLEGE 
(For Colored Youth) 
Prairie View, Texas 
J. G. Osborne, Principal Mary L. Jones, Registrar 

DEAF, DUMB AND BLIND INSTITUTE FOR COLORED YOUTHS 

Austin, Texas 
R. E. L. Holland, Superintendent 



ACKNOWLEDGMENT 



Outlines on the various subjects were prepared by committees of teach- 
ers who are actually engaged in teaching the subjects. Their sugges- 
tions were used by the high school supervisors as a basis for the out- 
lines as here presented. The names of the teachers co-operating in this 
work are listed below. Acknowledgment is hereby made of the valuable 
services which these teachers have rendered. 



COMMITTEE. 



Janie Baskin, 

San Antonio. 
E. L. Biesele, 

Waco. 
T. C. Bigham, 

Amarillo. 

C. W. BlNGMAN, 

South Park, Beaumont. 
W. S. Brandenberger, 

Houston. 
Georgia Cooper, 

Tyler. 

LlLLIE S. GOHMERT, 

San Antonio. 
Lila T. Greene, 

Marshall. 
J. H. Hardie, 

Galveston. 
Nina Hill, 

Austin. 
Mollie Montgomery, 

Austin. 
Paul E. Phipps, 

Harlingen. 
Alma A. Pierce, 

Laredo. 
W. A. Pile, 

Dallas. 



L. H. Rather, 

Bonham. 
Mary E. Suggs, 

Fort Worth. 
Wesa Wellington, 

Bryan. 

J. G. WlTTMAYER, 

Fort Worth. 
Gordon Damon, 

Department of Education. 
Roberta Matthews, 

Department of Education. 
W. B. Mikesell, 

Department of Education. 
Susan Miles, 

Department of Education. 
Mrs. R. L. Ragsdale, 

Department of Education. 
Chas. M. Rogers, 

Department of Education. 
Carrie Belle Sterrett, 

Department of Education. 
J. H. Wisely, 

Department of Education. 
Katharine Gray, 

Department of Education. 
Mary Jo Popplewell, 

Department of Education. 



TABLE OF CONTENTS. 



Page 

1. Preface 7 

2. Classification 9 

3. Accrediting 10 

4. Adaptation of the Course of Study 11 

5. Suggestive Programs 13 

6. Outlines 18 

English 18 

Public Speaking 46 

History, Civics, and Economics Inserts, 48 

Mathematics 56 

Science 62 

Foreign Languages 92 

Commercial Subjects 96 

Other Subjects 106 



PREFACE 



In a state in which school conditions vary as widely as they do in 
different parts of Texas, it is impossible to prepare a high school course 
of study which, if followed rigidly, would secure uniformly good re- 
sults. As the high schools are more or less connected, however, by their 
relation to colleges and universities in the matter of affiliation, and to 
the State Department of Education, both in regard to the interpretation 
of the law and the administering of the standards of classification and 
affiliation; and, as constant adjustment is necessary because of the mov- 
ing of pupils from one school to another, it seems necessary to adopt 
a minimum of requirements for guidance. This will provide definite 
standards for inexperienced teachers and will make easier classification 
of pupils going from one school to another. It will help to secure uni- 
formity and correlation in the smaller schools and enable them to have 
a system based on the same essentials as are adopted in the larger well 
organized schools. The enlargement of this minimum course is recom- 
mended if the school has sufficient funds to provide the necessary equip- 
ment and to employ the increased number of teachers. No school should 
attempt more than can be done thoroughly. 



(7) 



MINIMUM REQUIREMENTS FOR CLASSIFICATION 

Approved by the State Committee on Classified and Accredited Schools. 



High Schools. 1st class. 2nd class. 3rd class. 

1. Years in high school course 4 3 2 

2. Minimum length of free term (months) 9 9 8 

3. Minimum number of teachers employed 

in elementary school and high school . . 8 6 4 

4. Minimum number of teachers employed 

in high school, including superintend- 
ent or head teacher 3 2 1 

5. Minimum annual salary for elementary 

teachers $720 $720 $640 

6. Minimum annual salary for high school 

teachers $900 $900 $800 

7. Standard number of units required fbr 

graduation 16 12 8 

8. Approximate net cost of high school 

library $400 $300 $200 

9. Approximate net cost of elementary li- 

brary per room $25 $ 25 $ 25 

10. Minimum number of units of science 

equipped with standard laboratory ap- 
paratus .* 2 1 1 

11. Approximate cost of laboratory equip- 

ment indicated in (10) above $400 $300 $200 

12. Minimum length of recitation periods, 

including class changes (minutes) ... 45 45 45 

13. Maximum number of classes taught by 

each high school teacher, daily 6 6 7 

14. Permanent records. 

15. No second grade certificates. 



(9) 



THE ACCREDITING PROCESS 



The accrediting of high school subjects is determined by the report 
of the supervisor visiting the school, by the application showing the 
qualifications of the teacher and the organization of the course, and by 
the character of the exhibit submitted. 

Before a school is eligible for accrediting, it must first be classified 
as a first or second class school. After a school is classified, it is visited 
every year by a high school supervisor. The main purpose of super- 
vision is that the representative of the Department may improve the 
organization and strengthen the work of the school by means of con- 
structive criticisms and helpful suggestions. Class work in subjects in 
which accrediting is sought is observed. The reaction of teacher and 
class, the scope of the course, and the material equipment for that 
course are matters of interest to the supervisor. 

Application blanks for each subject in which accrediting is desired, 
furnished upon request by the Department, must be fully and accurately 
filled out. The information given on these applications is necessary for 
an intelligent examination of the exhibit submitted. 

At the end of the session, a complete exhibit of the entire year's work 
must be sent to the Department. Tt is expected that the regular work 
of the class, and not specially prepared work, will be submitted. A de- 
tailed explanation of the kind of material to be included in an exhibit 
is given in the annual high school bulletin on classification and ac- 
crediting. 



(10) 



ADAPTATION OF THE COURSE OF STUDY 



Courses should not be offered for the benefit of a few pupils to the 
neglect of the school at large. 

In the one-teacher and two-teacher high school, the work should be 
restricted to two and three years, respectively. Only those subjects 
should be offered for which adequate equipment and competent teaching 
force are provided. 

Until the teaching force in the high school numbers five or more 
teachers, it is not possible to offer many electives. In one- and two- 
teacher high schools, electives should not be encouraged. 

It is sometimes desirable to combine small classes, or alternate sub- 
jects, in order to reduce the number of teaching periods and provide ade- 
quate time for class recitations. This plan usually works best in Eng- 
lish and American history, English and American literature, and in the 
sciences. Schools are cautioned, however, not to carry either alternation 
or combination of courses to the extreme of interfering with good re- 
sults. The alternation should be by terms or years and not by days. 

When a school has a curriculum that permits pupils to complete the 
required sixteen units for graduation, other subjects should not be 
added without due consideration. In adding new subjects, thought 
should be given to the needs of the community and to the economy of 
administration of the subject. 

In one-, two-, and three-teacher high schools the number of courses 
offered each year should not exceed four units, unless satisfactory alter- 
nations can be made as indicated in the suggested programs. 

In smaller high schools, it is frequently advisable to organize the 
seventh grade as an integral part of the high school. Two teachers 
doing the seventh, eighth, and ninth grades; or three teachers doing 
the seventh, eighth, ninth, and tenth grades; or four teachers doing the 
seventh, eighth, ninth, tenth, and eleventh grades, will satisfy teach- 
ing requirements for schools of the third class, second class, and first 
class, respectively. But one teacher doing seventh, eighth, and ninth 
grades; two teachers doing seventh, eighth, ninth, and tenth grades; or 
three teachers doing seventh, eighth, ninth, tenth, and eleventh grades 
will not be regarded as meeting teaching requirements for classified high 
schools. 

With strong teachers, the departmental plan may be used with advan- 
tage in the fourth, fifth, and sixth grades of the elementary school. 
Usualty, it is not advisable to carry this method below the fourth grade. 

As a rule, pupils should carry only four subjects at a time, and should 
be required to do intensive work in each of them. Only well advanced 
or exceptionally strong pupils should be permitted to take more than 
this amount of work. 

Both chemistry and physics should always be preceded by one year 
of some introductory science such, as a general science, physiology and 
physiography, biology, or agriculture. If physiography and physiology 
are taught as a second-year science to follow a course in general science, 

(ii) 



—12— 

a more detailed study of the subjects and a higher standard of pro- 
ficiency will be required and duplication of the former course must be 
avoided. General science may not be given to succeed any other ac- 
credited science, and this must not be given in any grade higher than 
the ninth. 

It is not best to offer foreign language courses unless there is a strong 
demand for such work and the pupils who finish these courses are to go 
to other high schools or enter college. As a rule, one- and two-teacher 
high schools should omit foreign language courses. 

It is usually inadvisable to offer less than two years of foreign lan- 
guage. Schools having fewer than four high school teachers should not 
attempt to give more than one foreign language. In many communities 
modern language should have precedence over Latin. 

Stenography, typewriting, and bookkeeping should not be given unless 
the teacher has had special training in these subjects. 

Courses in manual training and home economics are not recom- 
mended until schools can provide suitable equipment and competent 
teachers for these subjects. Small high schools will find it easier and 
more practicable to equip for agriculture or commercial subjects. This 
Department wishes to encourage the introduction of vocational courses 
in the schools wherever it is possible to provide satisfactory laboratory 
equipment and secure well trained teachers. 

The first year's work in mathematics should be algebra. If pupils 
are weak in arithmetic, the first half of the year may be given to arith- 
metic; but usually it will be preferable to teach the arithmetic in con- 
nection with algebra without requiring a text-book in arithmetic. A 
more extended review of arithmetic may be profitably undertaken in 
the last half of the second year; or, better, during the latter half of the 
fourth year. 

The programs printed in this bulletin contain the most common ar- 
rangements for smaller high schools. It is believed that the programs 
herein given allow as large a number of electives and as great freedom 
of arrangement as is consistent with the best work of the school. If 
school officials do not find here programs that are applicable to their con- 
ditions, the State Department of Education will gladly furnish such 
additional help and suggestions as may be possible. It is the desire 
of this Department to be of real service to the schools of the State in 
this work. Special bulletins have been prepared on Latin (81), Modern 
Languages (82), Mathematics (84), Library Equipment (91), Home 
Economics (114), Commercial Subjects (116), Music (119), History 
and Social Sciences (124), Science (136), Manual Training. 



—13— 



SUGGESTIVE PROGRAMS 



TWO-YEAE HIGH SCHOOL AVITH ONE TEACHEE 



Plan A — Without a Foreign Language (-4 Units Each Year) 

First Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
Physiology i; Physiography i or 

Agriculture 
Algebra 



Second Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
American History 
Agriculture or Biology 
Algebra i; Arithmetic i or 

Plane Geometry 



Note. — This plan provides for 4 units of work each year, but classes should 
be combined or subjects alternated by years, so that the teacher will not have 
more than seven recitations a day. Usually the first and second year science 
classes or first and second year history classes can be combined. 

Plan B — Without a Foreign Language (4 Units Each Year) 



First Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
algebra 
Agriculture or 

Physiology i; Physiography i or 

Manual Training or 

Home Economics 



Second Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Modern History 
Plane Geometry 
Agriculture or 

Biology or 

Manual Training or 

Home Economics 



Plan C — With One Years Foreign Language (-4 Units Each Year) 

(Same as Plan A, except that Latin, French, Spanish or German is substituted 
for science in the second year.) 



Plan D — With Two Years' Foreign Language (.4 Units Each Year) 



First Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Agriculture or Physiology and 

Physiography 
Algebra 
Latin, Spanish, French or German 



Second Year 
English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
American History (complete) or 

Early European History 
Algebra \; Arithmetic \ 
Latin, Spanish, French or German 



—14— 



THREE-YEAR HIGH SCHOOL WITH TWO TEACHERS 

Plan A — Without a Foreign Language (4 Units Each Year) 



First Year 
English : 

Composition and 
Rhetoric 

Classics 

Oral English and 
Spelling 
Early European 

History 
Algebra 
Physiology i; 

Physiography i or 

Agriculture or 

Manual Training or 

Home Economics 



Second Year 
English : 

Composition and 

Rhetoric 
Classics 

Oral English and 
Spelling 
Modern History 
Algebra 

Arithmetic § 
Biology or 

Manual Training or 
Home Economics or 
Typewriting $ 
Commercial 
Geography i 



Third Year 
English: 

American Literature 

Classics 

Oral English and 
Spelling 
American History and 

Civics or 

American History 
Plane Geometry 
Biology or 

Agriculture or 

Elementary Physics or 

Manual Training or 

Home Economics 



Plan B — With a Foreign Language (4 Units Each Year) 



First Year 
English : 

Composition and 

Rhetoric 
Classics 

Oral English and 
Spelling 
Early European 

History 
Algebra 
Agriculture or 
Physiology i; 
Physiography $ 



Second Year 
English : 

Composition and 

Rhetoric 
Classics 

Oral English and 
Spelling 
Modern History 
Algebra 4 

Arithmetic i 
Latin, Spanish, French 
or German 



Third Year 
English : 

American Literature 
Classics 

Oral JUnglish and 
Spelling 
American History and 
Civics or 

American History 
Plane Geometry 
Latin, Spanish, French 
or German 



Note. — Plane Geometry may be begun in second half of second year and re- 
view of arithmetic may be given in second half of third year. 



FOUR-YEAR HIGH SCHOOL WITH THREE TEACHERS 

Plan A — Without a Foreign Language (4 Units Each Year) 



First Year 
English: 

Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
Algebra 
Physiology i 

Physiography i or 

Agriculture or 

Manual Training or 

Home Economics 



Second Year 
English: 

Rhetoric 

Classics 

Oral English and Spelling 
Modern History 
Algebra 
Agriculture or 

Biology or 

Manual Training or 

Home Economics 



—15— 



Third Year 
English : 

American Literature 

Classics, Oral English, Spelling 
American History 
Plane Geometry 
Agriculture or 

Chemistry or 

Botany or 

Zoology or 

Manual Training or 

Home Economics 



Fourth Tear 
English: 

English Literature 

Classics, Oral English, Spelling 
Civics and Economics or Sociology 
Plane Trigonometry i or 

Solid Geometry i; or 

Arithmetic i 
Physics or 

Agriculture or 

Manual Training or 

Home Economics 



POUE-YEAE HIGH SCHOOL WITH THEEE TEACHEES 

Plan B — Providing for Combination of Classes and Alternations of Sub- 
jects Without a Foreign Language 



First Year 
No Electives 
English : 
Rhetoric 
Classics 

Oral English and Spelling 
Early European History 
Elementary Algebra 
First Year Science 



Second Year 
One Elective 
English : 
Rhetoric 
Classics 

Oral English and Spelling 
Modern History 
Commercial Arithmetic \ 
Commercial Geography \ 
Agriculture or 

Home Economics or 
Biology or 

Manual Training i or 1, or 
Typewriting \ or 
Mechanical Drawing \ 

Combine the Tenth and Eleventh Grades in all classes, where the combined 
enrollment is less than thirty, on such combinations as the following: 

Third Year alternated with Fourth Year 



English : 

American Literature and Classics 

Supplementary Business English 
American History 
Plane Geometry 
biiorthand and Typewriting, or 

Another Vocational Subject or 

Biology 



English: 

English Literature and Classics 
Supplementary Business English 

Civics i and Economics i or Sociology } 

Advanced Algebra 

Chemistry or 

Physics or 

.Bookkeeping or 

Some other Vocational Subject 



Plan C — With Two Years' Foreign Language (-4 Units Each Year) 

(Same as Plan A, except that Latin, French, Spanish or German will be sub- 
stituted for science in the third year and for mathematics in the fourth year.) 



—16— 

Plan D — With Three Years' Foreign Language (First Arrangement) 

First Year Second Year 

English: English: 

Rhetoric Rhetoric 

Classics Classics 

Oral English and Spelling Oral and Vocational English 

Early European History Modern History 

Algebra Algebra 

Physiology \ Latin. French, Spanish or German 
Physiography J 



Third Year 
English: 

American Literature 

Classics 
American History or 

Agriculture or 

Biology or 

Advanced Texas History 
Plane Geometry 
Latin, French, Spanish or German 



Fourth Year 
English : 

English Literature 

Classics 
Civics 1 or 
Civics i and 
Economics i or 

Sociology i 
Plane Trigonometry & or 

Arithmetic i or 

Solid Geometry i 
Latin, French, Spanish or German 
Physics 



Note. — This plan includes 4 units of work each year. An elective may be 
secured by alternating third and fourth year history course, in which case 
four year pupils will choose between mathematics and physics; provided, classes 
are small. 



Plan E — With Three Years' Foreign Language (Second Arrangement) 



First Year 
English : 

Rhetoric 

Classics 

Oral English and Spelling 
Physiology i 
Physiography \ 
Algebra 
Latin, French, Spanish or German 

Third Year 
English: 

American Literature 

Classics. Oral English,. Spelling 
Modern History 
Plane Geometry 
Latin, French, Spanish or German 



Note. — Four units of work are to be offered each year. 



Second Year 
English : 

Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
Algebra 
Latin, French, Spanish or German 



Fourth Year 

English : 

English Literature 

Classics, Oral English, Spelling 
American History and Civics 
Mathematics (Plan C) 
Physics 



Plan F — With Four Years' Foreign Language 

(Same as Plan E, except that foreign language should be substituted for 
mathematics in the fourth vear. ) 



-17- 



Plan G — Providing for Combination of Classes and Alternation of Sub- 
jects, With Two or Three Years of Foreign Language 



First Year 
English : 

Rhetoric 

Classics 

Oral English and Spelling 
First Year Science 
Elementary Algebra 
Latin or Spanish 



Second Tear 
English : 

Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
Commercial Arithmetic A. 

Commercial Geography A 
Latin or Spanish 



Combine the Tenth and Eleventh Grades in all lasses, where the combined 
enrollment is less than thirty, with such combinations as the following: 

Third Year alternated with the Fourth Year 



English: 

American Literature and Classics 

Supplementary Business English 
American History 
Plane Geometry 
Shorthand and Typewriting or 

Some other Vocational Subject or 

Biology or 

.third year of Foreign Language 



English : 

English Literature and Classics 

Supplementary Business English 
Civics A and 

Economies \ or Sociology A. 
Advanced Algebra 
Physics or 
Chemistry or 
Bookkeeping or 

Some other Vocational Subject 



FOUR-YEAR HIGH SCHOOL WITH FOUR TEACHERS 

Plan A — Providing for Three Years of One Foreign Language with an 
Optional Science Course 

First Year 

English : 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Early European History 
Algebra 
i nysiology A 
Physiography A, 



Third Year 
English : 

American Literature 

Classics 

Oral English and Spelling 
American History or 

Bookkeeping or 

Advanced Texas History 
Plane Geometry 
Agriculture or 

Chemistry or 

Domestic Science 
Manual Training or 

Latin, French, Spanish or German 



Second Year 
English: 

Composition and Rhetoric 

Classics 

Oral English and Spelling 
Modern History 
Algebra 
Biology or Agriculture or 

Manual Training or 

Domestic Science 
Latin, French, Spanish or German 

Fourth Year 
English: 

English Literature 

Classics 

Oral English and Spelling 
( ivies 1 or Civics A and 

Economics A or 

Sociology A 
Solid Geometry and 

Trigonometry or 

Trigonometry and 

Advanced Arithmetic 
Physics or 

Latin, French, Spanish or German 



Note. — This plan provides for 4 units of work the first year, and for 5 unit* 
each succeeding year. It is intended to give an option between science and 
foreign language. 



OUTLINE BY SUBJECTS 



ENGLISH. 



EIGHTH GRADE. 

I. Grammar (f).* 

(Use any standard text.) 

It is the opinion of the State Superintendent that the eighth grade 
is the place in the school course for the chief work of the teaching of 
grammar in a practical way. Below this grade, children are too young 
to comprehend fully the logical relations of the parts of the sentence. 
A thorough drill on grammar should be given in the eighth grade, and 
the subject should be reviewed in the other grades of the high school. 
A comprehensive outline follows, stressing the main points of grammar, 
for which the child has a practical use in his high school course. Drill 
in the analysis of the sentence is valuable for clearness of expression 
and for the study of literature. In this outline of grammar, the State 
Superintendent has collaborated with the State Supervisor of English. 

On the completion of the work of the eighth grade the students 
should have a working knowledge of the following principles and facts 
of grammar: 

A. The simple sentence. 

1. Its logical or complete subject and logical or complete predi- 

cate. 

2. Its simple or grammatical subject and predicate, namely, the 

subject noun or pronoun and the predicate verb. 

3. Subject modifiers — the adjective and the adjective phrase. 

4. Predicate modifiers — the abverb and the adverbial phrase. 

5. Essential or main parts of the predicate, including the predi- 

cate verb, the direct object, the indirect object, the sub- 
ject complement (sometimes called predicate noun, pro- 
noun, adjective, or attribute complement, or subjective 
complement), the objective complement (sometimes called 
factitive object, or objective predicate, or object comple- 
ment), the adverbial object (sometimes called adverbial 
noun), the subject of an infinitive and the object of a 
preposition. 

6. The expletives it and there (sometimes called the anticipative 

subject) . 

7. The compound subject and compound predicate. 



*Figures following the different subjects indicate the proportion of time to 
be given that subject. As a rule, it is better to give consecutive class periods to 
one subject until a definite portion is mastered. 



(18) 



—19— 

8. The phrase, classified as prepositional, participial, or infini- 
tive, according to form, and classified as substantive, ad- 
jective, or adverbial, according to use. 

B. The compound sentence. 

1. Ability to separate it into independent clauses. 

2. Its connectives — coordinating conjunctions. 

C. The complex sentence. 

1. The independent clause — complete or elliptical. 
'!. The dependent clause. 

a. Classification as to use. 

(1) Substantive clause. 

(2) Adjective clause. 

(3) Adverbial clause. 

(a) Of time. 

(b) Of place. 

(c) Of manner. 

(d) Of cause. 

(e) Of purpose. 

(f) Of result. 

(g) Of degree. 

D. Analysis. Drill in analyzing sentences containing these parts should 

be given until the child readily recognizes the parts. A mere 
definition without practical work is useless in the teaching of 
grammar. (See outline for analysis at close of the section on 
grammar.) 

E. Parts of speech. 

1. The noun. 

(a) Number should be reviewed for the proper forms of 

plurals. 

(b) Gender should be reviewed for the proper forms of 

gender nouns. 

(c) Case should be reviewed in order to give drill on the 

correct formation and use of the possessive case. 

(d) Common and proper nouns should be reviewed for 

drill in capitalization. 

(e) Collective nouns should receive attention principally 

with reference to the use of the singular or plural 
verb as the predicate of such nouns. 

(f) Abstract nouns should be taught — as distinguished 

from adjectives and as formed from adjectives. 

2. The pronoun. 

(a) Case forms of personal, relative, and interrogative 

pronouns should receive drill, with reference to the 
proper use of such forms in the sentence. The 
possessive form with a verbal noun or gerund 
should receive drill. 

(b) Eelative pronouns should be taught in their double 

use — as connectives or introductory words of de- 
pendent clauses and as an essential part of the 
dependent clause — subject, object, etc. 



—20— 

(c) Demonstratives should be explained and correct uses 

of this, that, these, and those, both as pronouns 
and as adjectives, should be taught. 

(d) Exercises should be given on the agreement of per- 

sonal and relative pronouns with the antecedent. 

(e) The use of the relative pronoun in a dependent 

clause — it introduces a noun or adjective clause — 
serves as an introductory word to subordinate the 
clause, and in the dependent clause is an essential 
part of the clause — is used as a noun, as the sub- 
ject, object, subjective complement, object of a 
preposition, etc.; it thus serves two functions in 
the sentence. 

3. The verb. 

(a) Classed according to use as transitive, intransitive, 

and copulative, and active and passive forms of 
the transitive verb; classed according to form as 
regular and irregular. 

(b) Use as a predicate, both as a simple and a phrase 

form. 

(c) Drill on the principal parts of all commonly used 

verbs — with especial stress on the fact that the 
past tense must not be used with an auxiliary, and 
the past participle must not be used without an 
auxiliary verb. 

(d) Agreement of verb with its subject, with especial 

drill on the forms of the verb he which are used, 
respectively, with a singular and a plural subject 
and with collective nouns. 

(e) The relation of the verb to the verbal — namely — the 

verb asserts the action, state, or condition, — forms 
a predicate; while the verbal implies the action, 
state, or condition, and is used as a noun, an ad- 
jective, or an adverb. 

4. The verbal. 

(a) Simple infinitive — form with the prefix to, or before 

which the prefix to can be supplied; its simplest 
uses as a noun, an adjective, or an abverb; its sub- 
ject, its object, and its subject complement — case 
of each. 

(b) The gerund — its use as a noun distinguishing it from 

the participle, which is used as an adjective; drill 
on its use as subject, object, subject complement, 
of a verb, and as object of a preposition; drill on 
the possessive case of a noun or pronoun before a 
gerund. 

(c) The participle — its use as an adjective modifier in 

the sentence; its objects or subject complement; 
its forms — present, past, ssad perfect; its use as a 
part of a verb phrase. 



—21— 

5. Adjective. 

(a) Proper adjectives — for drill in capitalization. 

(b) Descriptive. 

(c) Limiting — demonstrative and indefinite. Drill on 

proper uses of this, that, these, and those, as dem- 
onstrative adjectives, especially with such nouns as 
kind and sort. 

(d) Use as modifier, subject complement, or objective 

complement. 

(e) Comparison. Drill on correct comparative and super- 

lative forms; use of the comparative degree with 
reference to two objects, and of the superlative 
degree with reference to more than two objects. 

(f) When to use an adjective and when an adverb afteT 

such verbs as look, feel, smell, taste, etc. When 
the verb is used to express action it is followed by 
an adverb showing how the action is performed; 
as, "He looked carefully for the purse"; when the 
verb expresses condition or state, it is followed by 
an adjective; as, "He looks careful; I will trust 
him." 

6. Adverb. 

(a) Distinction between the use of the adjective and the 

adverb as a modifier, and drill on correct uses. 

(b) Formation of adverbs from adjectives. 

(c) Drill on use of double negatives, including not only 

such words as no, not, never, none, but also scarcely, 
hardly, but, except, and only. 

(d) Use of the conjunctive adverb in a dependent clause — 

it introduces a noun, adjective, or adverbial clause, 
serves as a connective or introductory word to sub- 
ordinate the clause, and in the clause has the use 
of an adverb — perforins two functions. 

7. Connectives — preposition and conjunction. 

(a) Preposition — introduces a phrase — connects its ob- 

ject with the word which the phrase modifies; 
object of a preposition — its case. 

(b) Conjunction. 

(1) Coordinating — connects independent clauses 

or like parts of speech, or dependent 
clauses or phrases which have the same use 
in the sentence — drill on each use. 

(2) Subordinating — connects a dependent clause 

with the word which the clause modifies; 
distinction from the relative pronoun and 
the conjunctive adverb — the subordinating 
conjunction is merely a connective — has 
only one function in the sentence — is not 
an essential part of the dependent clause; 
as, "He waited until she came." The rela- 
tive pronoun connects a dependent clause 



—22— 

with the word which the clause modifies, 
and has the use of a noun in the clause — 
performs two functions; as, "This is the 
man whom he favors." The conjunctive 
adverb connects a dependent clause with the 
f word which the clause modifies, and has 

the use of an adverb in the clause — per- 
forms two functions; as "This is the house 
where he lives." 
8. Interjection. 

Independent in use; correct punctuation; exclamatory 
phrases. 

F. Outline for analysis of the sentence. 
1. The simple sentence. 

(a) Introduction. 

(1) Logical subject. 

(2) Logical predicate. 

(3) Expletive (if any). 

(b) Analysis of the subject. 

(1) Grammatical subject (subject noun or pro- 

noun or its equivalent). 

(2) Modifiers of the subject noun or pronoun. 

(3) Analysis of phrase modifiers in the subject. 

(Analyze a phrase by giving its introduc- 
tory word, if any, its base word, and the 
modifiers of the base word.) 

(c) Analysis of the predicate. 

(1) Grammatical predicate (predicate verb) and 

its objects or other complements. 

(2) Modifiers of the verb. 

(3) Modifiers of each object or other complement 

of the verb. 

(4) Analysis of phrase modifiers in the predicate. 

2. Analysis of the compound sentence. 

(a) Give the kind of sentence. 

(b) Separate the sentence into the independent clauses of 

which it is made up, and give the coordinating 
conjunctions which connect the clauses. 

(c) Analyze each independent clause as if it were a simple 

sentence. 

3. Analysis of the complex sentence. 

(a) Give the kind of sentence. 

(b) Give the independent clause, or clauses. 

(c) Give each dependent clause, stating how it is used, 

and whether it has the use of a noun, an adjective, 
or an adverb. 

(d) Analyze the independent clause, treating the depend- 

ent clauses as parts of the independent clause in 
the form of single noun, adjective, or adverbial 
elements. 

(e) Analyze each dependent clause as if it were a simple 

sentence. 



—23— 

(f) Give the introductory word of the dependent clause 
showing whether it is a relative pronoun, a con- 
junctive adverb, or a subordinating conjunction, 
and whether it has a single or a double function 
in the sentence. 

II. Composition (£). 

A. Text: Composition and Ehetoric, Herrick and Damon, Part I. 

Unit of Emphasis — The Sentence. 

B. Aims. 

1. To develop the sentence sense. 

2. To give broader interests and better knowledge of environ- 

ment. 

3. To increase the pupil's powers of observation, organization, 

and expression. 

4. To enlarge the vocabulary. 

5. To eliminate errors in the spelling of common words. 

6. To insure a working knowledge of the elementary and most 

used principles of grammar. 

7. To teach the conventional form of the business letter and 

the social letter. 

8. To make correct punctuation habitual. 

9. To secure greater flexibility and variety of sentence struc- 

ture. 

10. To teach the general principles of paragraphing. 

11. To arouse an intelligent interest in the structure of the 

whole composition and the coherence of its parts. 

C. Methods. 

1. To develop the sentence sense. 

(a) In oral and written work keep before the pupils the 

conception of the sentence as a unit. Combat the 
common practice of making an oral composition 
a series of statements linked with "ands." 

(b) To secure variety and flexibility in sentence structure, 

there should be abundant drill in sentence manip- 
ulation. This, as experience shows, is not only 
effective, but interesting, since it introduces an 
element of challenge or contest. This exercise 
may have various forms, such as — 

(1) Combining a number of brief statements into 

a single sentence. 

(2) Changing compound sentences into simple or 

complex ones. 

(3) Eeshaping awkward sentences, especially such 

as contain unnecessary repetition. 

(4) Punctuating many sentences, or repunctuating 

faulty sentences. This is effective in showing 
the relationship of part to part, and supple- 
ments the grammar study, giving it practical 
application. 



—24— 

2. As an aid to increasing the vocabulary, the dictionary should 

be frequently used. This may be supplemented by the 
study of word lists selected by the teacher from the books 
studied. Words derived from the same root may be 
listed, and their kinship traced. Particularly strong or 
expressive words encountered in reading should be ap- 
preciated and appropriated for his own use by the pupil. 
As an aid to this it is suggested that one section of the 
pupil's notebook should be set apart for new words, their 
definition and use. Every pupil should add from five to 
ten words a week to his vocabulary. 

3. In all composition work in the high school, the pupil should 

be trained in making an outline of the composition be- 
fore writing, and in writing compositions from his own 
outlines. 

4. As bad spelling is considered a mark of illiteracy, it is the 

duty of the school to make a determined effort to over- 
come this fault. The study of a spelling book does not 
always make good spellers. To send a pupil to the dic- 
tionary when he makes a mistake merely shows him how 
the word is spelled ; it does not teach him to spell it. His 
mistakes are due to the fact that he has a blurred or a 
wrong mental image of the word. To correct this it is 
necessary to make the right image familiar. When a 
pupil misspells a word, he should be required to pro- 
nounce it and write it slowly and carefully. Furthermore, 
the word should be copied in a list kept by the pupil 
in his notebook and marked Words Which I Misspell. 
The teacher should inspect this from time to time, test- 
ing the pupil upon his list. 

It is an excellent plan to keep upon the blackboard lists of 
words that are commonly misspelled, changing the list 
once or twice a week. The pupils should learn to spell 
such common words as "all right" and "until" before 
they learn to spell such words as "phthisis." 

Drill should be centered upon the words that investigation 
shows are frequently misspelled by the pupils of these 
years. The lists should be made up of the class list, 
gathered by the teacher from the written work, and the 
grade list, suggested by the work of Ayres and others. 
Classes in the commercial group will require a special 
and more extensive drill than other classes because of 
the tests to which they are likely soon to be put. Sub- 
ject spelling should be carried on in history and other 
classes so as to prevent the misspelling of proper nouns 
and technical terms. 

Much of the recitation in spelling should be devoted to pre- 
senting the new words. Xot more than three or four 
distinctly new and different words should be taken up 
in a single class period. These should be spoken, writ- 
ten, divided into syllables, used in sentences, and com- 
pared with similar and dissimilar words as to form, mean- 
ing, and use. Special attention should be called to the 



—25— 

part of each word which is likely to be misspelled. The 
work should be reviewed several times at lengthening in- 
tervals of one day, two days, etc. By dint of such treat- 
ment, pupils may be taught to spell correctly all the words 
they wish to use, and they should be required to do this. 
The study of word structure and derivation, valuable in 
other ways, will supplement the work in spelling and 
should be systematically carried on. 

5. The form of the business letter should receive painstaking 

attention, and the content of the business letter will be 
improved if a direct incentive is held before the students; 
in other words, if drill on business letters be made in- 
teresting as well as practical. Letters of application for 
positions are of personal interest to pupils. Teachers 
sometimes secure from business firms the loan of actual 
letters that concern business transactions. This is prac- 
tical and of value to the students. 

6. In teaching the social letter it has been found an incentive to 

have the pupils correspond with pupils of a similar grade 
in another town or district. The first letter is planned 
as a class exercise, the form, the stationery, the super- 
scription all being carefully considered. Later letters 
may be written with little supervision. The desire of 
the pupil to do well will be an incentive for careful work, 
and the practice in composition may be quite as valuable 
as if done under the teacher's eye. Pupils receiving par- 
ticularly good letters may give them to the teacher to 
read to the class, and may report the teachers comment 
to the writer. 

7. Punctuation, so far as it obeys the rules of grammar, should 

be taught as a part of the study of the grammatical struc- 
ture of the sentence. The outline of topics in grammar 
provides automatically for certain drill in punctuation. 
Matters of punctuation that are purely or primarily 
rhetorical should be sparingly touched upon in the junior 
high school for the reason that the pupils are not yet 
capable of fine distinctions and may easily form the habit 
of overpunctuating, which is worse than no punctuating 
at all. Let the pupils realize that marks of punctuation 
are intended to help the reader's eyes, to prevent his run- 
ning expressions together that should be noticed sepa- 
rately, and you have laid the foundation for an intelli- 
gent use of these symbols. The written work of the 
pupils will provide the matter for practice, and the teacher 
may supply exercises connected with the literature courses. 

An eighth grade boy was once asked, "What do you know about punc- 
tuation marks?" Promptly, though with no hint of impudence, he re- 
plied, "I don't use them." 

That same boy was keenly interested in this analogy of punctuation 
marks : 

You are a Boy Scout, hence you have been taught wiggagging. One 
fine day, you stand on a certain hill with your signalling instruments in 



— 26— 

your hands to wigwag a very important message to another scout out 
on a certain strategic point. You must get your message to him. The 
fate of your side in the approaching battle depends upon your sending 
your message in its exact form and upon his receiving every signal cor- 
rectly. Neither of you dares to stay visible for long. And there is no 
time to lose. Suppose he is not a skilled member of the signal corps ! 
Suppose he has been careless in the receiving of his training! Many 
of the signals in the code are very similar; suppose he should mistake 
one for the other ! You are not afraid of your code of signals, for it is 
the universally accepted code of signals. The question is: will the man 
on yonder point understand the code? 

You send your signal, careful of every character. Then you watch. 
Good ! Your message is repeated to you exactly. You are grateful for 
the code that has made it possible for people to speak to each other 
under such difficulties and across such a space. And you are grateful 
for a training so widespread that both you and the man on yon danger- 
ous hill could exchange your valuable information. 

You are a boy in the eight grade, hence you are learning what other 
boys of the eighth grade in other ages and in other states' have done. 
Mark Twain stands off on a hill that has — well, death and years and 
distance and a number of other things in between you and him, but 
because you can understand his code, he tells you charmingly of the 
adventures of a boy named Tom Sawyer, and his renegade companion, 
one Huck Finn. Robert Louis Stevenson tells you of a boy named Jim 
Hawkins and what he heard from the apple barrel, and you feel that 
you would not have wished to miss that story. Charles Dickens, from 
even a greater distance, tells you about Oliver Twist and David Copper- 
field; and Macaulay tells you of a young fellow named Horatius who 
defended a bridge against a horde. On the other hand, Boothe Tark- 
ington, still alive and writing stories, but very busy and far away, is 
telling about Penrod Scofield and his new schemes — and all through a 
system of wigwags. 

Punctuation is a system or code of wigwags. Punctuation groups 
thought, and signals how it is to be interpreted. Here is something 
of the code of signals that every man, woman, and child should be able 
to read accurately, or to send accurately, as the case should call for: 

1. The period signals that a complete thought is finished. Look 
out for a new thought! 

2. The semicolon signals that a complete thought is divided into 
phrases or clauses of equal weight; at least, the author is signalling to 
you that he considers them of equal value or weight. 

3. The colon signals to you that an explanation is to follow of what 
has gone before. 

4. The comma, with its seven (or twelve, according to the authority 
quoted) different signals, calls for more knowledge than does any other 
one character of the code. (Challenge the young signal corps man, and 
see how proficient he becomes in the shadings of its use!) 

The point is that punctuation is not to be taught as a set of rules to 
be memorized. The child's impulse in the lower grades is to use com- 
mas plentifully on all occasions. The later stages of the usual train- 
ing in punctuation marks is very apt to result in such a state of feeling 
toward punctuation marks as that expressed by the boy quoted above, 
who said, "I don't use them.'" 



—27— 

Punctuation marks are a code of signals between reader and writer, 
often across abysses of space and time. The skillful writer is careful 
not to sidetrack the attention of his reader by giving superfluous signals ; 
and he is equally careful not to give any false signals. The skillful 
reader interprets every signal of his writer, and the more quickly the 
eye and mind can catch and apply the signal given, the more rapid and 
dependable is the interpretation of his message. 

D. Oral English. 

1. Oral composition : The pupil should have practice in speak- 

ing from a prepared outline on narrative, descriptive, ex- 
pository, or argumentative subjects. Subjects such as the 
following may be used to advantage: "How to Make 

" ; Eeproduction of (1) scenes from books; (2) 

Bible stories; (3) myths, fables; (4) scenes from early 
childhood; (5) descriptions of home, or of various build- 
ings or scenes in the locality and other elementary dis- 
cussions of items of local or school interest; (6) presen- 
tation of news items. Emphasis should be laid on variety 
of sentence length, form, and structure, and directness of 
discourse should be encouraged. 

2. Posture should be corrected to secure erectness and graceful 

pose. 

3. The speech defects of individuals should be carefully tabu- 

lated and the proper exercises prescribed. 

4. Oral reading for the proper grouping of words, with instruc- 

tion in management of voice in inflection and emphasis, 
should be given. 

5. Pronunciation of words containing commonly misused sounds 

should receive drill; as — 

(a) oi sounds; e. g., oil, voice, etc. 

(b) aw sounds; e. g., saw, draw, etc. 

(c) ing endings. 

(d) other sounds misused in the locality. 

6. Enunciation of words that are commonly slurred should be 

practiced; as in "had to" and in "would have," etc. 

7. Oral reading, with emphasis laid on smoothness and flow of 

sentence, is of value. 

8. Memorized selections to be recited before the class should 

be assigned frequently. These may be either prose or 
poetry. Attention should be given to avoiding a sing- 
ing effect. 

9. Dramatization. 

III. Literature (§). 

It is the intention of the Department of Education that the teachers 
of English in Texas may have all the freedom possible in the choice of 
classics that are read in their classes. Obviously, however, it would be 
inconsistent to say, "Choose anything you like." We can only say that 
if for some reason you wish to use for intensive study or for outside 
reading some books which are not listed, there is no objection to this, 
provided that, in the main, the classics listed are used. If preferred, 



—28— 

an anthology such as Litem hire and Life by Greenlaw, Elson and Keck, 
may be used. , 

A. For intensive study. 

Group 1. Poetry. 
(Select two.) 

1. Stories from the Iliad. 

2. Scott — -Lady of the Lake. 

3. Macaulay — Lays of Ancient Eome. 

4. Tennyson — Enoch Arden. 

5. Whittier — Snow Bourid. 

Group 2. Fiction. 
(Select Two.) 

1. Irving — Sketch Book (narrative). 

2. Stevenson — Treasure Island. 

3. Halleck and Barbour — Eeadings from Literature. 

4. Ashmun — Prose Literature for Secondary Schools. 

5. Thomas and Paul — Atlantic Prose and Poetry. 

6. Law — Modern Short Stories. 

7. Laselle — Short Stories of New America. 

8. Van Dyke— Story of the Other Wise Man. 

9. Dickens— Oliver Twist. 

10. Dickens — Christmas Carol. 

11. Swift— Gulliver's Travels. 

12. Francillon — Gods and Heroes. 

Group 3. Drama. 
(Select one.) 

1. Barrio — Peter Pan. 

2. Peabody — The Piper. 

3. Shakespeare — Midsummer Night's Dream. 

Group Jf. Miscellaneous. 
(Select one.) 

1. Eiis — Making of an American. 

2. Payne — Southern Literary Readings. 

3. Old Testament Narratives. 

4. Williamson — Life of Lee. 

5. A Dutch Boy Fifty Years After. 

6. Seton — Wild Animals I Have Known. 

B. For outside reading. (Read four.) 

(Any of the selections above not used for intensive study may 
be included under their respective groups.) 

Group 1. . Poetry. 

1. Poe— The Raven. The Bells, or Annabel Lee. 

2. Tennyson— The Holy Grail. 

3. Whittier — Ballads and Narrative Poems. 



—29-- 

Group 2. Fiction. 

1. Twain — Tom Sawyer, Huckleberry Finn. 

2. Kipling — Jungle Books, I and II. 

3. London— Call of the Wild, White Fang. 

4. Bacheller — D'ri and I. 

5. Stuart— Story of Babette. 

6. White— Court of Boyville. 

7. Wiggin — Rebecca of Sunny Brook Farm. 

8. Webster — Daddy Long-Legs, Dear Enemy, Just Patty. 

9. Canfield — Understood Betsy. 

10. Stevenson — Kidnaped. 

11. Alcott — Little Women. 

12. Ollivant— Bob Son of Battle. 

Group 3. Short Stories. 
(Select two.) 

1. Harris — Uncle Eemus. 

2. Page — In Ole Virginia. 

3. Hawthorne— Twice Told Tales. 

4. 0. Henry — Selections from Heart of the West. 

5. Aldrich — Marjorie Daw. 

Group Jf. Memory Work. 

(Memorize as much as possible. The following are 
only suggestions.) 

1. Noyes — The Highwayman. 

2. Emerson — The Rhodora, Concord Hymn. 

3. Shakespeare — Selected lyrics. 

4. Longfellow — Selected lyrics. 

5. Kilmer — Trees; the House With Nobody In It. 

6. Foss— The House by the Side of the Road. 

7. Chapman — Out Where the West Begins. 

NINTH GRADE. 

I. Geammae (i). 
A. First term. 

1. General review by the Outline for Eighth Grade work. 

2. Special study of complex and compound sentences, with 

analysis, until the pupil shows proficiency. 

3. Elliptical sentences. 

4. Classes of coordinating conjunctions. 

(1) Copulative — and, moreover, etc. 

(2) Adversative — but. nevertheless, etc. 

(3) Causal — therefore, accordingly, so, etc. 

(4) Alternative — or, nor, else, etc. 

5. Classes of subordinating conjunctions : of time, cause, man- 

ner, purpose, result, and degree. 

6. Special study of the dependent clause in its' uses as a noun, 

an adjective, and an adverb. 



—30— 

7. The parts of speech : Various uses of nouns ; substitutes for 
nouns; modes of the verb (indicative, imperative, and 
subjunctive); verb phrases; parts of troublesome verbs; 
building paradigms; words used now as one part of 
speech, now as another; expletives. 

B. Second term. 

■ 1. The sentence: Word order; agreement; variations by con- 
densation of clauses, or expansion of verbals and of 
phrases; essential and nonessential clauses. 

2. The parts of speech; classes, forms and uses of pronouns; an 

idea of person, number, and voice of verbs developed 
(paradigms of indicative mood built up by way of illus- 
tration). 

3. Special study of the verbal, including the simple infinitive, 

the gerund, and the participle. 

II. Composition (§). 

A. Text: Composition and Rhetoric, Herrick and Damon, Parts II- 

IV. 

Unit of emphasis — The paragraph. 

B. Aims. 

1. In general, clearer and more logical thinking; more correct, 

more forceful expression. 

2. Particular emphasis should fall on the sentence and on the 

elaboration of the paragraph. 

3. Pupils should learn how to handle typical problems of busi- 

ness correspondence related to ordinary experience, in- 
cluding letters, notes, and telegrams.- 

4. Pupils should also have the opportunity of forming right 

habits in the use of the newspaper. 

5. Drill in punctuation should be continued. 

6. Correct, direct business letters, and pleasing, well-written 

social letters should receive attention. 

C. Material. 

1. For paragraph writing: Subjects familiar to the pupil 

which lend themselves to treatment by contrast, by com- 
parison, by example, by details, etc. Questions of civic 
interest and those concerning vocations are suitable ma- 
terial; also work in the shops or laboratories and topics 
taken from other subjects in the curriculum. 

2. Themes based on literature, provided the exercises are of vital 

interest to the pupil and do not lead to literary criti- 
cisms and questions of technique. Problems of human 
conduct suggested by reading the classics furnish excel- 
lent material. For example: (a) Should Jean Valjean 
have revealed his identity? (b) Why Brutus failed. 

(c) Can the boy of today plan his life as Franklin did? 

(d) Gareth's ideals and the modern boy. (e) The de- 
velopment of the character of Silas Marner. 



—31— 

3. For dramatization : Conversation in real life revealing char- 

acter ; arguments carried on by conversation concerning 
familiar subjects ; chapters from books that lend them- 
selves easily to the dramatic form. 

4. Incidents written up as news stories; brief editorials on 

matters of student opinion; advertisements, particularly 
if they can be put to use. 

5. Class discussions of topics of current interest. 

6. Spelling of words needed in themes; word building for in- 

crease of the vocabulary. 

7. Some of the simpler letters of Stevenson, Dickens, Carroll, 

and Lincoln are stimulating examples of the informal 
letter. "The Lady of the Decoration" by Bice and 
"Pillars of Fire" by Ingram, and "A Student In Arms" 
by Hankey are examples of books written in the form 
of informal letters to home-people. 

D. Methods. 

1. Pupils should be taught how to organize material by the use 

of notes and outlines. Analysis of good paragraphs by 
contemporaries will help. 

2. Pupils should also be taught how to test a paragraph as to its 

unity and point of view by summarizing it in a single 
sentence. This and the preceding suggestion apply par- 
ticularly to explanation, expression of opinion, and his- 
torical narrative. 

3. Study sentences by examining them in typical paragraphs. 

Let the class see how a paragraph is divided into sen- 
tences — how the sentences succeed each other and are 
related to each other. 

4. Assist to greater ease in handling sentences by much sen- 

tence manipulation. Let the class condense, combine, 
transpose, expand, divide sentences of various types; 
make sure that they recognize grammatical relationships. 

5. Show how clearness may be obtained by the use of con- 

nectives; by correct placing of modifiers; by unmistak- 
able reference of pronouns; by correct sequence of tenses; 
by avoiding dangling participles ; by omitting unnecessary 
words; by punctuation. 

6. Speaking first and writing afterward is one way of insuring 

good organization and effective treatment of details. 

7. Eequire each pupil to keep a list of words and expressions 

which he misuses or which he ought not to use at all, 
with correct equivalents. 

E. Oral English. 

1. Oral Composition,. Well pronounced sentences should be re- 
quired for all oral recitations. Use class conversations, 
stories, experiences, reports, extemporaneous speeches, on 
subjects drawn from the literature study, correlated 
studies, school affairs, current events. Emphasis should 



—32— 

be laid upon complete paragraphs and a coherent arrange- 
ment. 

2. Oral Reading. Utterance should be related to thought 

through grouping, inflection, pauses, and emphasis. Por- 
tions of the prose and poetry used in literature study of the 
class are available. 

3. Delivery of Memorized Selections. Practice in conveying an 

author's thought to an audience, and securing and hold- 
ing the attention of an audience should be given. Atten- 
tion should be paid to the rate of utterance, force, pitch, 
and quality of voice. 

4. Posture and Action. Instruction and practice in posture and 

action in connection with delivery of selections and 
dramatization should be given. 

5. Pronunciation. Instruction should be given in syllabifica- 

tion and accent, and in classification of common errors. 
Drill in difficult vowels and words commonly mispro- 
nounced should receive attention. 

6. Training the Ear. This may be given by calling attention 

to pleasant and unpleasant effects in connection with work 
in phonetics, pronunciation, voice culture, oral reading, 
and speaking. 

7. Cultivation of the Voice. This should include continued 

exercises for resonance and range of voice, which can 
be carried on in connection with work in phonetics, read- 
ing, and oral composition. 

8. Dramatization. This should include analysis of character, 

relation of one character to another, interpretation of 
character, discussion of stage business, dramatization of 
scenes from Silas Marner, Browning's poems, Shakes- 
peare's plays, or other literature that is studied by the 
class. 

F. Study of versification. 

1. In this grade the pupil should be taught in a practical way 

the different forms of poetic feet, and should have drill 
in distinguishing them, one from another. 

2. This should be followed by a study of the forms of the poetic 

line and classification of the line and foot. 

3. Study of the various forms of the stanza in common use 

should be succeeded by exercises in scansion, continued 
until the class can scan and classify the most common 
forms of verse. 

4. This work should be followed by exercises in writing verse. 

The teacher will sometimes be astonished to find that 
some pupils whose prose writing is poor are capable _ of 
producing acceptable verse. Exercises in verse writing 
train the pupil in taste and in appreciation of poetry. 



—33— 

III. Literature (§). 
A. For intensive study. 

Group 1. Poetry. 
(Select two.) 

1. Byron — Prisoner of Chillon. 

2. Coleridge — Ancient Mariner. 

3. Lowell — Vision of Sir Launfal. 

4. Goldsmith — Deserted Village. 

5. Tennyson — Gareth and Lynette and simpler Idylls. 

6. Old English Ballads. 

Group 2. Fiction. 
(Select two.) 

1. Goldsmith — Vicar of Wakefield. 

2. Cooper — Deerslayer; Last of the Mohicans. 

3. Eliot — Silas Marner. 

4. Scott — Ivanhoe. 

5. Kipling — Captains Courageous. 

6. Hawthorne — The House of the Seven Gables. 

Group 3. Short Stones. 
(Select two.) 

1. Hale— The Man Without a Country. 

2. 0. Henry — Roads of Destiny. 

3. Hawthorne— The Ambitious Guest; The Great Carbuncle. 

4. Poe— Fall of the House of Usher. 

5. Malory — Stories of King Arthur. 

6. Mikels — Short Stories for English Courses. 

Group h. Drama. 
(Select one.) 

1. Shakespeare — Julius Caesar. 

2. Shakespeare' — As You Like It. 

3. Shakespeare — Midsummer Night's Dream. 

Group 5. Essays and Addresses. 
(Select one.) 

1. Woodrow Wilson — Selected War addresses from Democracy 

Today by Gauss. 

2. Lewis — Voices of Our Leaders. 

3. Hubbard — Message to Garcia. 

4. Washington — Farewell Address. 

5. Irving — Sketch Book (essays). 



^34— 

Group 6. Biography. 
(Select one.) 

1. Parton — Captains of Industry. 

2. Horton — A Group of Famous Women. 

3. Irving — Life of Goldsmith. 

4. Kichards — Life of Florence Nightingale. 

B. For outside reading. (Select four.) 

1. Allen — Flute and Violin. 

2. Altsheler — The Horsemen of the Plains. 

3. Blackmore — Lorna Doone. 

4. Lytton — Last Days of Pompeii. 

5. Dix — The Making of Christopher Farrington. 

6. Eoosevelt — Hunting Trips of a Ranchman, Strenuous Life. 

7. Barrie — The Little Minister. 

8. Stevenson — Dr. Jekyll and Mr. Hyde. 

9. Pyle— Men of Iron.' 

10. Boswell — Life of Johnson. 

11. Porter — Scottish Chiefs. 

12. Wallace — Prince of India; Ben Hur. 

Poetry. 
(Memorize as much as possible. The following are only suggestions.) 

1. Bryant — To a Waterfowl. 

2. Holmes — The Chambered Nautilus. 

3. Kipling — Recessional. 

4. Lanier — Song of the Chattahoochee. 

5. Tennyson — Bugle Song, Charge of the Light Brigade. 

6. Tajdor — Song of the Camp. 

7. McCrae — Flanders Fields. 

8. Gilmer — Rouge Bouquet. 

9. Service — Rhymes of a Red Cross Man. 

10. Markham— The Man With the Hoe. 

11. Lett— The Spires of Oxford. 

TENTH GRADE. 
I. Grammar (i). 

A. Review grammatical principles in connection with sentence struc- 
ture, punctuation, and the correct use of words. 

II. Composition (f). 

A. . Text: Composition and Rhetoric, Herrick and Damon. Part Y. 
Unit of emphasis — The Composition as a Whole. 




—35— 

B. Aims. 

1. To make the use of words more accurate and increase the 

vocabulary. 

2. To secure a polish of diction. 

3. To extend knowledge of organization of subject matter. 

4. To develop power to gather new material — in short, to do 

elementary research work. 

5. To develop ease and directness in oral or written exposition. 

6. To gain some knowledge 'of the technique of the short story. 

C. Material. 

1. For short themes, expository descriptions of natural phe- 

nomena and mechanisms; plans of cities; discussions of 
colleges; informal arguments for and against certain 
vocations. 

2. For long themes, material on science, manufacturing, com- 

merce, or biography gathered from current books and 
periodicals and from observation. 

3. Class study of prose, such as the best articles in the World's 

Work and Review of Reviews in order to develop the 
idea of logical construction. 

4. Class study of examples of social letters by recognized authors. 

5. Approximately six weeks' review of technical grammar at the 

beginning of the second term. Use the outlines previously 
given, and devote especial attention to sentence analysis, 
with a view to a clear knowledge on the pupil's part of 
the essential parts of the sentence and of the common 
forms of compound and complex sentences. 

D. Methods. 

1. Speaking, writing, reading good examples, and rewriting is 

a good sequence of activities. 

2. Have class exercises in the organization of material. 

3. Let members of the class report progress and exchange read- 

ings, clippings, and bibliography. 

4. Let pupils hand in outlines, in advance, to be criticized be- 

'fore writing some of their papers, 
o. Pupils should learn how to consult library catalogues and 
periodical indexes such as the Reader's Guide ; how to 
file notes and keep a card index, and how to revise 
manuscript. 

6. There should be much testing of the pupil's work as to clear- 

ness through unity and coherence. 

7. In teaching the short story, the plot should be laid in the 

environment of the pupil so that he writes about real 
experiences. A pupil who has lived on the plains can 
give well the atmosphere of the country and the people 
of that section ; if a boy has spent a summer on the coast, 
he will probably like to make such scenes the setting for 
his story. Teachers should be careful not to accept as 



—36— 

original, stories whose setting the student has taken from 
some professional writer or from picture shows. It is 
well to remember that all short stories need not be love 
stories; that there are dramatic situations in every-day 
life, which, if told naturally and simply, can always find 
appreciative audiences. This is an excellent opportunity 
to cultivate in students an appreciation of the story ele-' 
ment of their own community ; to lead them to appreciate 
the nobility of many a quiet, unobtrusive character in their 
own town or country, to i all struggles toward 

something higher and better, whether by animal, by the 
human family, or by the community, make stories that 
the human family will always be interested in. Children's 
sense of humor usually needs dire-cting, if it is to de- 
velop into a habit or attitude of seeing the bright side 
and the humorous incidents of every-day living. Pupils 
should be taught that an excellent test of a person's 
character is what amuses him, and to distinguish between 
real humor and what is merely sharp or coarse. They 
should receive training in condemning as not amusing 
whatever may wound the feeling of others. The teacher 
of the short story has excellent opportunity for material 
for her short stories in the lives and the happenings of 
the community about her when she is directing and 
maturing ideals of her students. 

Poe's technique of the short story* should be taught here, 
and its principles applied to several standard stories. 
Heydrick's "Types of the Short Story" is an excellent 
book to put into the hands of the class. Cuttings from 
stories or novels can be made to conform to the require- 
ments of the short story, and they make excellent oral 
discourses before the class : — for instance, from "Tom 
Sawyer" take the scene of Tom and Becky Thatcher's 
love story at the schoolhouse during the noon hour; 
write an introduction, cut out all details that do not go 
to make the cutting unified, and, if necessary, write the 
conclusion. Cuttings from other stories, with introduc- 
tion, body, and conclusion, all directly aimed at one 
unified eflect, afford a very good drill for teaching the 
technique of the short story, for teaching unity and 
coherence of any composition, and for teaching the ap- 
preciation of dramatic situations and effects that are in- 
teresting though not necessarily highly dramatic. 

Plots may be given outright to the pupil. The ability to 
make the reader "see" the story should be the aim of 
the writer. 






*See Poe's review of Hawthorne's "Twice Told Tales," or see page 260 of 
Pavne's "History of American Literature." 



—37— 

E. Oral English. 

1. Oral Composition. Extemporaneous speaking on topics as- 

signed in advance and impromptu speaking on questions 
of school and local interest should be given, as well as 
instruction in speech organization. In debate, instruc- 
tion should be given as to (a) Statement of the ques- 
tion, (b) Definition of the terms, (c) Distinction be- 
tween assertion and proof, (d) The nature of evidence. 
Debating between members of the class, divided into 
teams, on questions of local interest and simple ques- 
tions of State or National interest should occur several 
times during the year. 

2. Public Speaking. While the class will furnish the audience 

for much of the speaking practice, public occasions 
should be arranged for, where those preparing them- 
selves for work that calls for public speech will have 
opportunity, after careful preparation, of speaking in 
public. 

3. Vocabulary. Emphasis should be laid upon the importance 

of extending the vocabulary by looking up words not 
well understood, by keeping a notebook for desirable 
words, and by the study of synonyms, antonyms, and 
idioms. 

4. Oral Reading and Delivery of Memorized Selections. Selec- 

tions should be studied for the appropriate interpreta- 
tion of the various literary types; the lyric, the dramatic 
monologue, the essay, etc. The literature studied in this 
grade will be found available for exercises. 

5. Physical Response or Action. Instruction should be given 

in appropriate bodily response to thought by gestures. 
Kinds of gestures, their use and abuse, should be dis- 
cussed. Exercises should be given for spontaneous re- 
sponse. 

6. Dramatization. The simple dramatization of scenes from 

the literature studied in this grade should receive prac- 
tice. The study of Shakespearean dramas should be fol- 
lowed by the presentation of important scenes by the 
members of the class. The study of the contemporary 
drama, with discussions, should receive attention. The 
presentation by a selected cast of classical and popular 
dramas will give valuable training and arouse local 
interest. 

P. Study of Versification. The pupil should review the work of the 
previous grade, and should study the forms of lines and stanzas 
most commonly used in his literature courses. Practice in 
scansion should be given until he can readily scan and classify 
the common types of such stanzas as occur in his courses in lit- 
erature. Verse writing should be continued. 



—38— 

III. Literature (|). 
Text: Introductory History of American Literature — Payne. 
A. For intensive study. 

Group 1. Poetry. 

1. American poems in connection with American literature. 

Gems from the poetry should be memorized. Many 
readings of the poems should make the memory work 
easy and pleasant. 

2. English Poems — Palgrave's Golden Treasury II (selections). 

The skillful teacher will not lose the opportunity to show 
the connection between contemporary English and Amer- 
ican literature. 

Group 2. Essays and Biographies. 
(Select two.) 

1. Emerson — Friendship, Character. Self-reliance. 

2. Lamb — Selections from Essays of Elia. 

3. Macaulay — Life of Johnson. 

4. Eiis — Making of an American. 

5. Wilson — Inaugural Address. 

6. Franklin — Autobiography. 

7. Heydrick — Types of the Essay. 

Group 3. Fiction. 
(Select two.) 

1. Eliot— Mill on the Floss. 

2. Dickens — Tale of Two Cities. 

3. Cooper— The Spy. 

4. Hawthorne— The House of the Seven Gables. 

5. Stevenson — Kidnaped. 

6. Scott — Quentin Durward. 

7. Dana — Two Years Before the Mast. 

Group Jf. Drama. 
(Select two.) 

1. Shakespeare— Macbeth. 

2. Shakespeare — Eomeo and Juliet. 

3. Shakespeare— Twelfth Night. 

4. Shakespeare — Henry V. 

Group 5. Short Stories. 
(Select two.) 

1. 0. Henry — (Selections — numbers). 

2. Poe — Prose Tales (selections). 



—39— 

3. Kipling— The Light that Failed, Plain Tales from the Hills. 

4. Maupassant — The Necklace, A Piece of String. 

5. Stockton — The Lady or the Tiger. 

6. Irving— Sketch Book (selections). 

7. Harte — Tennessee's Partner, Luck of Eoaring Camp. 

8. Twain — The Celebrated Frog of Calaveras County and other 

stories. 

9. Heydrick— Types of the Short Story. 

B. For outside reading. (Select four.) 

Group 1. Fiction. 

(Bead four.) 

Any of the list under Group 2 that are not read intensively may be 
included in this list. 

1. Eliot — Eomola. 

2. H. H. Jackson — Eamona. 

3. Hawthorne — The Scarlet Letter. 

4. Twain — Innocents Abroad, Pudd'n Head Wilson. 

5. Tarkington — Alice Adams. 

6. Fox — Little Shepherd of Kingdom Come. 

7. Johnson — Stover at Yale. 

Group 2. Biographies. 

1. Palmer — Life of Alice Freeman Palmer. 

2. Morris — Heroes of Progress in America. 

3. Keller— Story of My Life. 

4. Antin — The Promised Land. 

Group 3. Drama. 

1. Tarkington — The Man from Home. 

2. Maeterlinck— The Blue Bird. 

3. Zangwill— The Melting Pot. 

Anthologies. 

1. Three Centuries of Prose and Poetrv — Newcomer- Andrews- 

Hall. 

2. Headings from American Literature — Calhoun and Mac- 

Alarney. 

3. Selections from American Literature — Payne. 

Other Reference Books. 

1. Chief American Poets — Page. 

2. A Study of the Types of Literature — Eich (Century Com- 

pany). 

3. Southern Life in Southern Literature — Fulton (Ginn and 

Company). 



4. Southern Prose and Poetry — Minis and Payne (Scribner). 

5. Little Book of Modern Verse, I and II — Rittenhouse 

(Houghton-Mifflin). 

6. Types of the Short Story — Heydrick ( Scott- Foresman). 

:. Selections from the World's Greatest Short Stories — Cody 
(McClung and Company). 

8. Short Stories of America — Edited by Eobert L. Ramsay 

(Houghton-Mifflin). 

9. A Book of Narratives— Campbell & Rice (D. C. Heath). 

ELEVENTH GRADE. 

I. Grammar (£). 

A. In the last term of the senior year, a brief review of grammar should 
be given, with practice in sentence analysis. 

II. Composition (£). 

A. Text: Composition and Rhetoric, Herrick and Damon. To be 

used as a guide or reference book when questions in composi- 
tion and rhetoric arise. 
Unit of emphasis — The Composition as a Whole. 

B. Aims. 

1. To give experience in collecting and organizing material for 

themes of some length — 1500 words or more; to teach 
the use of the expository outline for this purpose; to show 
how to secure interest and appropriate emphasis. 

2. To give practice in debating and parliamentary usage. 

3. To extend and fix knowledge of the principles of paragraph 

structure and sentence structure. 

4. To continue to build upon the work of Grade X in such 

ways as may be possible and necessary. 

5. To utilize special interests of particular classes where con- 

ditions permit. 

C. Material. 

1. Current events, magazine articles, topics developed by obser- 

vation and library work, questions for - informal debate, 
biography, general reading. 

2. In special courses: (a) Short stories; (b) dramatizations 

and verse making; (c) debating; (d) newspaper writ- 
ing; (e) economic and industrial interests; (f) commer- 
cial correspondence. 

D. Methods. 

1. Local history may furnish much material for dramatization, 

as may also any dramatic incident in history. 

2. For the work in debating, wide reading on subjects of na- 

tional importance should be required. These subjects 
should be of present interest and should not be too diffi- 
cult or involve too much detail. 



— 41 — 

3. For the work in exposition, a nucleus of interest for the long 

expository theme should be in the mind of the pupil. He 
learns a little about radium. His curiosity is aroused. 
By using the Header's Guide he finds that he may learn 
almost all there is known about this interesting subject. 
A boy in the fourth year has made a gas engine. His 
interest in engines is keen enough to lead him to find 
out about marine engines. Economic questions concern- 
ing certain vocations are good material. The problem in 
the above cases will be to make the subjects interesting 
to an ordinary audience. 

4. For the work in advertising, analyze good advertising in 

newspapers and magazines and write advertisements for 
school activities — athletic contests, plays, social events — 
and for salable articles made in the school. 

5. For journalism, study the writing of editorials for school 

publications, study the "news story/' and the application 
of its principles in the reporting of school activities — 
athletics, social events, etc. 

6. For verse writing, material should be confined to very simple 

themes which school life furnishes. Occasionally a pupil 
is found who may be encouraged to express genuine feel- 
ing in the lyric form. 

7. Note to the teacher: From the first of this year, particular 

vigilance should be exercised towards the student who is 
weak in the fundamentals of English composition and 
rhetoric. If he is persistently weak or careless in the 
matters of spelling, punctuation, penmanship, capitali- 
zation, sentence and paragraph structure, and choice and 
correctness of words and phrases, he should be warned 
from the first of the year that he will not be allowed 
to graduate unless he attains a working knowledge of 
these principles. By the time he reaches this year's 
course, correct use of such fundamentals should have be- 
come habitual. Any child who is hampered by a de- 
ficiency in the fundamentals is unlikely to accomplish 
satisfactory results in eleventh grade work. 

E. Oral English. 

1. Oral Composition. Debating should be continued, as in the 
tenth grade, with the emphasis upon a logical develop- 
ment of the thought, the presentation of satisfactory evi- 
dence, and interesting delivery. This should include 
planning speeches for particular occasions; e. g., social 
occasions, introduction of speakers, after-dinner talks, 
gift presentations, business occasions, explaining a busi- 
ness proposition, soliciting cooperation, making a law- 
yer's plea, etc. 
An effective plan in debate is to divide the class into groups 
of fours; place on the blackboard a list of live subjects 
for debate, and permit each group to choose a subject; 



let members of each group draw, respectively, for the 
affirmative and the negative side, placing two on each 
side; each group should then outline its debate with the 
teacher's assistance, and, following the outline, work out 
the debate carefully; each group should then give its 
debate before the class, the class voting at the close as to 
which side has won. 
Other effective exercises result from the organization of the 
class into city councils, moot courts, or legislative bodies, 
with debates on subjects commonly brought before such 
bodies. 

2. Orations. The memorizing and delivery of carefully pre- 

pared compositions on important themes from political 
or industrial life;, or from literature. Instruction in 
choosing subjects and illustrations within the experience 
of the audience. Considerations of the elements of in- 
terest and how to avoid digression and tediousness. Ee- 
lation between speaker and audience. 

3. Vocabulary. Continued emphasis should be placed upon the 

necessity of acquiring an ample vocabulary. 

4. Parliamentary Practice. Instruction and practice in parlia- 

mentary procedure should be given. 

5. Public Addresses. The ability to address an audience effec- 

tively and to make an acceptable speech for school occa- 
sions should be developed. The ability to preside satis- 
factorily at meetings of a class or club is of importance, 
and pupils should have practice at such meetings. 

6. Oral Reading and Delivering Memorized Selections should 

be continued. Aside from the literature prescribed for 
this grade, the great orations and poems furnish material 
for interpretation. 

7. Dramatization. The reading and discussion of some of the 

best of the contemporary dramas, with a view to presen- 
tation of one or more of these by a selected cast. 

P. Study of Versification. A review should be given of the work of 
previous grades. Exercises in scansion, in the classification of 
feet, lines, and stanzas, and in verse writing should be continued. 

III. LlTEEATUEE (§). 

Text : English Literature — Long. 

A. For intensive study. 

Group 1. Poetry. 

The anthology should afford the material for the intensive study 
of poetry. The teacher should be very careful of her daily 
preparation, for poetry, when taught this way, can yield much 
by way of pleasure and profit. Memory work should be fre- 
quent. 



—43— 

Group 2. Drama. 
(Select two.) 

1. Shakespeare — Macbeth or Hamlet. 

2. Shakespeare — The Tempest. 

3. Yeats — The Land of Heart's Desire, The Hour Glass. 

Group 3. Essays and Speeches. 
(Select two.) 

1. Carlyle — Essay on Burns. 

2. Lamb — Dissertation on Roast Pig, Dream Children. 

3. Macaulay — Life of Johnson. 

4. Euskin — Sesame and Lilies. 

5. Law — Modern Essays. 

6. Wilson — When a Man Comes to Himself. 

B. Eor outside reading. 

Fiction. 

(Bead four.) 

1. Austen — Pride and Prejudice. 

2. Barrie — Margaret Ogilvy. 

3. Galsworthy — The Patrician. 

4. Eliot — Adam Bede. 

5. Mrs. Gaskell — Cranford. 

6. Hugo — Les Miserables. 

7. Thackeray — Henry Esmond. 

8. Bronte — Jane Eyre. 

9. Kipling — Light that Failed. 

10. De Morgan— Joseph Vance. 

11. Churchill— The Crisis. 

12. Canfield— The Bent Twig. 

13. Hutchinson — If Winter Comes. 

Biography. 
(Read two.) 

1. Boswell — Life of Samuel Johnson. 

2. Bryce — Studies in Contemporary Biography, 

3. Chesterton — Life of Dickens. 

4. Stevenson- — Letters. 

Drama. 
(Read one.) 

1. Galsworthy — Justice. 

2. Kennedy — The Servant in the House. 

3. Yeats — The Land of Heart's Desire. 

4. Jerome- — The Passing of the Third Floor Back. 

5. Sheridan — The School for Scandal, The Rivals. 

6. Synge — Riders to the Sea. 



Anthologies. 

1. Rich — A Study of the Types of Literature. 

2. Manly — English Prose and Poetry. 

3. Newcomer and Andrews — Twelve Centuries of Prose and 

Poetry. 

4. Palgrave — Golden Treasury. 

Handbooks of Composition. 

1. Greever and Jones — Handbook of Writing. 

2. Royster and Thompson — Guide to Composiiton. 

3. Woolley — Handbook of Composition. 

4. Clark — When You Write a Letter. 

Additional Suggestions. 

Frequency and Correction of Themes. — Themes written and corrected 
in class and varying in length from one sentence to one page should be 
required almost daily of every pupil in high school. It is better, how- 
ever, to require only two formal themes a month, but these should be 
carefully marked by the teacher and revised or rewritten by the pupil. 
Quicker and more definite results will be obtained if the pupil will write 
underneath his correction the rule he has violated. In this connection 
a good handbook of composition is an invaluable reference companion for 
both teacher and pupil. 

Length of Formal Themes. — In the first two years of high school, 
formal themes should range from one to three pages in length; in the 
last two, from three to five pages. If desirable, each class may write a 
term theme longer than the maximum biweekly, but care should be 
taken in the choice of the subject. 

The Notebook. — Pupils should provide themselves with a notebook, 
preferably with a loose-leaf, 8x11 inches in size. If the loose-leaf is 
adopted, the pages must be reinforced with gummed muslin eyelets to 
keep the leaves from tearing out. In this book all themes, notes, and 
other written work should be preserved for future reference. 

Cooperation With Other Departments. — While it is true that English 
teachers are sometimes negligent in accepting the opportunities that 
other departments offer, the fact needs to be emphasized that other 
departments are just as negligent in supporting the instruction in 
English. However insistent the English teacher may be that every oral 
and written assignment connected with literature conform to certain 
rigid requirements, this teacher must have the cooperation of those in 
the other departments in order to stem the tide of crude, ineffective 
English, and render the use of good English automatic throughout the 
school. 

As a means of bringing about cooperation between the different de- 
partments, the following suggestions are offered : 

1. Let the English teachers in their oral and written composition 
work make free use of the materials offered by the other departments. 



—45— 

At the same time, the history, science, and other teachers should sup- 
plement their work whenever possible, with selections from English and 
American literature. 

2. Every member in the faculty should be urged to call attention 
to the elementary errors in all of the written and oral work under his 
direct supervision and to require the form adopted for the school by the 
English Department. In the years to come, details of the Battle of 
Gettysburg will in all probability, be forgotten, but the boy and the 
girl who learned these details, will be accepted or rejected for some 
good position according to his or her command of written and spoken 
English. 



—46— 



PUBLIC SPEAKING. 

Aim. — The instruction in public speaking should be of a nature to 
train pupils for citizenship. The end should be to enable a student to 
think before an audience and to deliver his thoughts in a clear, orderly, 
and effective manner. The classroom instruction must give due atten- 
tion to subject matter as well as to delivery. 

Time. — The work may be given as two one-half units, each consum- 
ing one-half of a year, with regular forty-five minute recitations daily. 
It may be accredited for one-half or for a whole unit. 

Instructor. — The instructor must be a regular member of the school 
faculty. A teacher who is not a member of the faculty or who receives 
a fee for the work of instruction will not be recognized as an instructor 
for work which receives affiliated credit. 

Text Books. — The following text books are acceptable, but are not 
necessarily exclusive of others that may be approved upon application. 
It should be understood that the State adopted texr "Oral English and 
Public Speaking" is intended primarily as a text to be used in the 
classes in English in order to afford opportunity to reach to such extent 
as time permits all the pupils in the high school. More elaborate and 
advanced texts are required for separate classes in public speaking if the 
work is to count as an affiliated credit. This text must be used in each 
high school course. 

Acceptable Texts. 

(To be placed in the hands of the pupils.) 

Clark & Blanchard, Oral Interpretation of the Printed Page. 

Shurter, Public Speaking, Allyn & Brown. 

Extempore Speaking, Ginn & Co. 

The Bhetoric of Oratory, The Macmillan Company. 

Poster, Argumentation and Debating, Houghton-Mifflin Co. 

Shurter, How to Debate, Harper & Bros. Publishing Co. 

Befeeence Texts. 
(To be used by the instructor.) 

Mosher, The Essentials of Extempore Speaking, Hinds, Havden & 
Eldredge. ! ' •'*'] 

Phillips, Effective Speaking, Newton Company. 

Stratton, Public Speaking, Harper & Brothers. 

Watkins, Public Speaking for High Schools. 

Woolbert, The Fundamentals of Speech, Harper & Brothers. 

Gardner, The Making of Arguments, Ginn & Co. 

Lyons, Elements of Debating, University of Chicago Press. 

Pattee, Practical Argumentation, The Century Company. 

Bobbins, High School Debate Book, McClure. Company. 

Thomas, Manual of Debate, American Book Co. 

Lockwood and Thorpe, Public Speaking Today, Benj. H. Sanborn 
& Co. 

For a one year course in public speaking, the time should be devoted 



—47— 

largely to an interpretation of the printed page, and to debates, only a 
short time being devoted to the study of extempore work. In the study 
of the printed page, careful attention should be paid to the study of 
words, their relation to the sentence; to a study of the sentence, its 
relation to the paragraph; and to a study of the relation of the paragraph 
to the whole. 

In the analysis of any selection, some definite form can be used. The 
following is a suggestive form : 

A. Literary Analysis. 

(1) Keynote: What it is and where struck. 

(2) Central idea. 

(3) Climax. 

(4) Transition of thought. 

(5) Atmosphere: What and how secured? By descriptive 

words or verbals? 

B. Vocal Analysis. 

(1) Key. 

(2) Rate. 

(3) Volume. 

(4) Force. 

(5) Emphatic elements. 

This presupposes that the student has already studied the funda- 
mentals of oral expression. After the selection has been analyzed, the 
memory work may be accomplished by the "whole method/' Both 
poetry and prose should be studied and analyzed according to the form 
suggested above. This does not mean that all of the selections in the 
text should be memorized, but that they should all be studied and 
interpreted. 

At least half of the year should be devoted to declamation, to a study 
of the printed page, and to the oral rendition of the thoughts gleaned 
from the study of the printed page. A study of debates should then 
follow. A good text on debates must be used for the study of the 
technical analysis and the technical terms used in debates. Then 
famous examples of debates should be carefully considered and briefed 
by the class. Next, questions of present day interest can be taken up. 
The class may collect material on a present day topic, brief this ma- 
terial, and use it in formal debates with classmates or with other schools. 
An exercise which is of value in teaching students to write debates is to 
make a careful study of arguments on present day topics. These argu- 
ments may be clipped from magazines and daily newspapers. In a class 
discussion, the good and weak points of the arguments may be brought 
out, and if the students are interested enough, these same articles may 
be rewritten. 

High school children except those few in schools fortunate enough to 
have regular departments of public speaking with trained public speak- 
ing teachers can do little in formal extempore speaking. Therefore it 
is advised that no intensive study be given' to extempore speaking as 
such. However, a careful study of occasion speeches may be made, and 
after much reading on the subject, reports on historical and present day 
happenings may be given. 



—48— 



HISTORY AND THE SOCIAL SCIENCES. 

"Day by day it is becoming increasingly evident that the intelligence 
of man is not keeping pace with the growing complexity of modern 
society, and that a fundamental change must be brought about in edu- 
cation if the decadence of civilization is to be prevented and social 
control achieved." Such is the alarm as to the need of social science 
studies in the high school recently voiced by Harry H. Moore, Secretary 
of the National Committee on Teaching Citizenship, and given wider 
publicity and weightier authority through reprint and distribution by 
the Bureau of Education of the Federal government. 

A man's native wit may have been a sufficient guarantee for the wis- 
dom and justice of ways and measures in the ages gone by; a knowledge 
of the machinery of government, and an intimate acquaintance with the 
meanderings of politics and politicians may have sufficed for the leaders 
of state in its primitive years ; but certainly the flounderings of would-be 
statesmen in dealing with the complex problems that confront the 
present, are sufficient proof that more social and political intelligence is 
needed if the decadence of civilization is to be prevented and social 
control achieved. The quickest and easiest way to develop such intel- 
ligence is through more social and political education in our schools. 

By social studies is meant those concerned with human relationships 
and conditions, such as the study of history of government, of industry, 
of family and community life, of public health, of social organization 
and progress, and of social standards; that is, history, government, 
sociology, economics, ethics, etc. 

These courses are offered freely in all colleges and universities, but 
the trouble is that such courses offered only in the colleges will never 
reach the goal of mass-intelligence as so small a proportion of our popu- 
lation attains a college education. For this, therefore, it is needful to 
go clown into the high school. It is here that public opinion is made 
and controlled. Therefore, courses in social science should be empha- 
sized strongly in all of the high schools of the state. In the high school 
curriculum should be planted the seeds from which may spring sympa- 
thetic, efficient, intelligent citizenship. 

The report of the Committee on the Social Studies in Secondary 
Education of the National Education Association more nearly than any 
other document, probably, represents an expression of the opinion of 
the teachers and school administrators of the country concerning the 
course of study in the high schools. The following is a hare outline of 
the course proposed in this report : 

Junior high school cycle (years 7-9). 
European history. 
American history. 
Civics. 

Senior high school cycle* (years 10-12). 
European history. 
American history. 
Problems of democracy — economic, political, social. 






-^9— 

In Texas, there are a number of reasons why it is not feasible for a 
majority of the schools to accept this unmodified program. In the first 
place, Texas school systems have only eleven grades. In the second, 
comparatively few Texas schools maintain Junior High Schools. In the 
third, Texas has a new elementary school program providing for history 
in the elementary grades, and it is not desirable that this be so soon re- 
placed. In the fourth, Texas has state-adopted texts, some of which do 
not fit into the program proposed, and it is not the part of pedagogical 
wisdom to set these aside lightly. For these, and other reasons, it is 
not practicable, even if it were thought desirable otherwise, to accept it. 

But there are many salient features of this program which Texas 
schools may very profitably adopt into their courses of study. Some of 
these are: the acceptance of the viewpoint of America as a world factor; 
the emphasis on social, political, and economic phases of history; the 
idea of community life as the point of departure in all social studies; 
the emphasis upon the intelligent functioning of buys and girls as citi- 
zens instead of, as formerly, upon the conventional organization of gov- 
ernment; and the necessity for a more precise definition of the field of 
history and the social studies to be taught in Texas schools. 

In order that as many of the foregoing features as possible be incor- 
porated into the history and social science work in Texas schools, the 
course given below is suggested : 

SUGGESTED HIGH SCHOOL COURSE IN HISTORY AND THE 
SOCIAL STUDIES FOR TEXAS SCHOOLS. 

I. For Four- Year High Schools. 

1. For the Eighth Grade. 

Ashley's text. Early European Civilization, entire text. Stress the 
social, political, and economic phases of life throughout, and touch lightly 
on the military aspects except as they relate to these other phases. 
These phases may be further accentuated by the proper selection of 
source readings, maps, and topics for individual reports, or for theme 
work. Wherever possible, comparisons between earlier conditions and 
present conditions should be drawn. The beginnings of English in- 
stitutions and customs affecting directly the background of American 
History should be definitely pointed out. Some effort should be made 
to train the pupils in evaluating source material. An opportunity to 
connect the past with the present should never be overlooked. The past 
should be used to make intelligible the social, political, and economic 
world of the present. 

2. For the Ninth Grade. 

Ashley. Modem European Civilization. Thn entire text. The cap 
between it and the living present should be bridged by the introduction 
of regular weekly discussions of important current, movements and prob- 
lems as presented in standard periodical h'terature. such as The Literary 
Digest. The Outlook, The Independent. The Nation, etc. The sug^es- 
tions for the placing of emphasis given in the eighth grade are equally 
applicable here. More opportunity should be given for the proper eval- 
uation of sources. Great care should be taken to make clear America 



—50— 

in its world setting. All phases of English life that make clear the 
beginnings of American life and institutions should be carefully con- 
sidered. 

S. For the Tenth Grade 

Latane, History of the United States, the entire text. The work is to 
be so expanded that it will take in a creditable portion of the great 
wealth of source material which a progressive teacher will find on every 
hand. Considerable opportunity should be given for judging the merits 
and reliability of this source material. As in the eighth and ninth 
grades, especial emphasis should be placed upon the social, political, and 
economic aspects of the subject. Dead issues, — questions no longer 
agitating the nation, — may be rapidly passed over. It is the part of 
wisdom to put the "soft pedal" on questions already settled but still likely 
to arouse sectional or racial prejudice. Teach the truth swiftly and 
surely, and let it go at that. 

The world relationships of the United States should be given most 
careful consideration. The text should here be greatly expanded by 
means of supplementary texts, source readings, and current literature. 
Such periodicals as those named for the ninth grade should be in reg- 
ular use. 

The Americanization program, in so far as it comes within the field 
of history, should be borne in mind. Americans should be trained into 
a sympathetic insight into the customs, manners, hopes, and aspirations 
of the foreigners who seek our shores. Young Americans should be 
taught a proper appreciation of foreign -born talents and institutions, 
as well as a self-respecting appreciation of their own. This would 
eliminate much of the spread-eagle bombast, and offensive contempt 
for things non-American of which Americans have sometimes been ac- 
cused, and Wihich truth forces thoughtful Americans to admit, sometimes 
characterize the youth who mistakes ignorant boastfulness for loyalty 
and patriotism. 

Jf. For the Eleventh Grade. 

Ashley's New Civics. The entire text. If used for only one-half 
of the year, the work must necessarily be confined more closely to the 
text book; but, even then, there should be ample time for covering a 
considerable amount of outside work and collateral reading. For the 
remaining half term, an elementary course in economics, or sociology is 
recommended. During the progress of the course, the idea of the life 
of the community as the point of reckoning should be kept in mind. 
The outstanding aim should be to train the pupils to function as good 
American citizens, to become 

"Men who their duties know, 

But know their rights, and knowing, dare maintain." 

And this must begin with life in the community, and come back con- 
tinuously to it. 

If it is determined that civics be taught for the entire year, much 
outside work and collateral reading should be planned for, and included 
in the course in order that it be made full. A year's work in which the 
pupils stand still and mark time for one-half of the term has no excuse 



—51— 

for being. The use of standard periodicals should be continued reg- 
ularly. 

II. Foe Three- Year High Schools. 

1. The Eighth Grade. — Same as for the Four- Year High School. 

2. The Ninth Grade. — Same as for the Four- Year High School. 

3. The Tenth Grade. — Intensive work on American History (one- 
half year). Intensive work on civics (one-half year). 

The work in this grade will be necessarily confined more closely to 
the text books than in the Four- Year High Schools. But, even here, 
the resourceful, interested teacher will be able to weave in a considerable 
amount of collateral reading and correlated work of various kinds. 

In the accompanying organizations of the various fields of the social 
studies, the asterisks mark the dates, persons, maps, etc., which will be 
regarded as essential. 

The current event work may be handled in general sessions of the 
small high schools by having each grade to take charge of some phase 
of the material, such as foreign affairs, material affairs, state affairs, 
etc., the leaders appointing beforehand some girl or boy to report on 
some particular movement or event. The teacher will keep his hands 
on the reins by advising with these leaders as to what is important and 
appropriate for the program. This exercise need not occupy more than 
one-half or three-quarters of an hour weekly, and the entire group will 
be benefited. An adequate number of copies of some standard magazine 
should be regularly in the school library, or, better still, in the hands 
of the pupils. 

III. Foe the Two-Year High School. 

1. The Eighth Grade. — Same as for the Three- Year High School. 

2. The Ninth Grade. — Same as for the tenth grade in the Three- 
Year High School. 

From the foregoing plan of work it is seen that the English History 
as a separate study is left entirely out of the course. This is done 
advisedly, but the omission in no way indicates a waning of interest in 
English History, per se. It is only another case of not loving Caesar 
less but Eome more. Heretofore the majority of the high schools of 
Texas have been devoting one whole year's work to English History, 
and only half of that time to American History. 

Moreover, it is not desired that the program be interpreted as favor- 
ing a reduction of the number of history courses offered in high schools 
in which there is a teaching force sufficiently large to offer electives. 
But experience has shown that in small high schools with a limited corps 
of teachers it is a great mistake to multiply courses. In such schools, 
quality of work rather than quantity should be emphasized, and in these, 
the place of English History can be more profitably devoted to the sub- 
jects suggested above. 

A DEFINITE BASIS OF WORK FOE PUPILS AND TEACHERS. 

Organization of the Fields of History, Civics and Economics. 

Teachers all over the country have asked for some definite organiza- 
tion of the field of History, and for a more precise definition of this 



—52— 

field. Below is given a scheme for this organization and definition in 
each division of the field as recommended in the course of study. While 
willing acknowledgment is made of the shortcomings and faultiness 
of workmanship in the plan, still it is believed that even a poor plan 
well carried out is better than no plan at all, and it is asked that the 
teachers in the small high schools of the State particularly make a 
faithful effort to carry out their History work according to this plan. 

In these organizations, the idea has been to assign a fair proportion 
of time to each division of the respective adopted text books in such a 
way that source readings, maps, reports, etc., may be made to correlate 
with each other, and all may be made to emphasize selected phases of 
the subject. 

Pupils should be taken into the confidence of the teacher and given a 
copy of these general organizations. They should have the plan of the 
whole explained to them, and should be shown exactly what will be re- 
quired of them. They should know in advance that in this organization 
they will discover the basic facts for all tests and college entrance 
examinations. 

All of the history work — the text books, the maps, the source read- 
ings, the dates, the personages, the reports, etc., should be prepared on 
schedule time, and should be kept before the pupils by means of rapid 
drills, reviews, and tests. 

Where the teacher has not access to the source books from which the 
readings suggested are taken, he should make selections from available 
books, taking care that similar phases of history be brought out in the 
substitutions. No organization of the sociology course has been at- 
tempted because the records show little demand for it. 



Gei 



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(IV) 



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(X) ( 



III. The \ 

(XI) 

(XII) 
(XIII) 



IV. Transi) 
(XIV) 
(XV) 

(XVI) 



V. The Fe 
(XVII) 
(XVIII] 
(XIX) 

n 
(XX) 
(XXI) 
(XXII) 



VI. Transit 

(XXIII 

(XXIVj 

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(XXV) 
(XXVI) 

(XXVI t 

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(XXIX) 



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ORGANIZATION OF EARLY EUROPEAN CIVILIZATION. 








General Organization. 


Time 
in days. 


Readings for Class. 


Maps. 


Important Dates. 


Important Persons. 


Important Places. 


Important Terms. 


Topics for Reports or Themes 
ot Individuals. 


Historical Fiction. 


I. The Dawn of Civilization: 

(I) Prehistoric Man. 

(II) The Dawn of History. 

(III) Civilization of the Near 

(IV) The Aegean Area. 


3 
3 
3 

3 
3 


The Nile. Botsford, Source Book 
in Ancient History, pp. 6-8. 

Precepts. Botsford, Source Book, 
pp. 15-20. 

An Ancient Strike. Maspero, 
Ancient Egypt and Assyria, pp. 32- 
36. 


Mediterranean World, about 
2000 B. C. 

Great Kingdom, 555 B. C. 
Divisions of Greece. 
Greek Colonies. 


4241 B. C. 
1650-1575 B. C. 
1300 B. C. 

1500 B. C. 

776 B. C. 


Rameses. 

Seti. 

Sargon of Agade. 

Hammurabi. 

Tiglath Pileser. 

Nebuchadnezzar. 

David. 

Solomon. 

Lycurgus. 

Draco. 

Solon. 


Memphis. 

Thebes. 

Nineveh. 

Babylon. 

Jerusalem. 

Mycenae. 

Crete. 

Athens. 

Sparta. 


neolithic. 

Paleolithic. 

prehistoric. 

predynastic. 

hieroglyphic. 

cuneiform. 

Rosetta Stone. 

Behistun Rock. 

Oracle. 

Amphictyony. 

laconic. 

City-state. 

metic. 

Bema. 

Pnyx. 


Ur of the Chaldees. 
The Hanging Gardens of 
Babylon. 

Nebuchadnezzar and Daniel 
Book of Daniel V. Bible. 
Hammurabi and His Code. 


Stanley Waterloo, Ah. 
London, Before Adam. 
Geo. Ebers, Uarda. 
Gen. Low Wallace, Ben Hur 
Kingsley, Hypatia 


II. The Expansion of the Nations: 

A. Greece. 

(V) Greece and Persia. 

(VI) Hellenic Greece. 

(VII) Alexander. 

(VIII) The Place of Greece in 
History. 

B. Rome. 

(IX) Early Rome. 

(X) Conquest of the Med- 

iterranean World. 


3 
2 
10 


The City State. Botsford, pp 
97-101. 

Greek Colonization. 

Fling, Source Book of Greek His- 
tory, pp. 29-41. 

Solon. Fling, pp. 81-86. 

Buildings and Other Remains. 
Munro. 

Regal Rome. Botsford, Source 
Book, pp. 389-396. 

Munro, Source Book of Roman 
History. Articles Nos. 7, 11, 12 and 16. 

Hannibal. Davis, II, pp. 56-60. 


Athens. 

Peloponnesus. 

League and Delian. 

Confederacy. 

Alexander's Empire. 

Divisions of Italy. 

Rome. 

Expansion of Rome. 


753 B. C. 
510 B. C. 
490 B. C. 
480 B. C. 
431 B. C. 
404 B. C. 
390 B. C. 
371 B. C. 
362 B. C. 
264 B. C. 
146 B. C. 


Cvrus the Great. 
Darius. 

Leonidas. 

Miltiades. 

Themistocles. 

Aristides. 

Pericles. 

Philip II. 
Alexander. 

Hannibal. 


Sardis. 

Thebes. 

Marathon. 

Thermopylae. 

Salamis. 

Syracuse. 

Pylos. 

Chaeronea. 

Granicus. 

Rome. 

Carthage. 

Saguntum. 

Zama. 


Parthenon. 

ostracism. 

Laocoon. 

Discobolus. 

Macedonian Phalanx 

Piraeus. 

Long Walls. 

perioeci. 

toga. 

Circus Maximus. 

Cloaca Maxima. 

Philippics. 


The Training of the Spartans. 

Alexander the Great. 

Pericles. 

Dress of the Greeks. 


Bulwer-Lytton, The Lost Days of 
Pompeii, 

Vlacaulay, The lays of Ancient 
Rome. 

Davis, A Victor of Salamis. 


III. The Roman World State: 

(XI) Revolution and Imperi- 
alism. 

(XII) The Roman World. 

(XIII) The Roman Empire 
After Augustus. 


5 
10 

10 

Review 
10 


Davis, Readings, II, pp. 85-181. 

Religion. Botsford, Source Book, 
pp. 401-404. 

Caesar. West, The Ancient 
World, pp. 445-457. 

Slavery. Johnson, pp. 102-111. 

Gaius-Gracchus, Plutarch Lives. 

The Roman House. Johnston, 
Private Life, pp. 117-157. 


Rome, 14 A-. D. 
The Roman World, 117 A. D. 
The Roman World, 337 A. D. 
Barbarian Kingdoms within the 
Empire, 450. 


264 B. C. 
146 B. C. 
133 B. C. 

44 B. C. 

31 B. C. 

14 A. D. 
180 A. D. 
284 A. D. 
312 A. D. 
455 A. D. 
476 A. D. 


Romulus. 
Cincinnatus. 
The Gracchi. 

Cicero. 

Julius Caesar. 
Octavius Caesar. 
Diocletian. 

Horace. 


Rome. 

Capua. 

Cannae. 

Saguntum. 

Nicaea. 

Chalons. 

Syracuse. 

Actium. 


Lares and Penates. 

Comitia Centuriata. 

Plebeians. 

Veto. 

Licinian Laws. 

S. P. O. R. 

Pyrrhic Victory. 

Legion. 
Imperator. 
Princeps. 
Forum. 


Marriage in Rome 

Julius Caesar. 

The Water Supply of Rome. 

The Dangers in Rome. 

Causes ofthe Decline of Rome. 

Persecution of the Christians. 


Shakespeare, Julius Caesar. 
Davis, A Friend of Caesar. 
Bulwer-Lytton, The Last of the 
Tribunes. 


IV. Transition from Ancient Times. 

(XIV) The German Invasions 

(XV) Christianity and Mo- 
hammedanism. 

(XVI) Franks. Saxons and 
Norsemen. 


3 
3 

4 


Early Germans by Tacitus. Ogg, 
Source Book, pp. 23-31. 

Some Thoughts of Marcus 
Aurclius. Botsford, p. 510. 

Charlemagne. Robinson, Readings. 
I. pp. 126-128. 

Saxon Invasion. Ogg, pp. 68-72. 

Monastic Life in the Twelfth 
Century. Webster, pp. 82-88. 


Europe, 843. 

Christianity vs. Mohammedanism, 
800. 

England — 9th Century. 


376 
622 
732 

843 

748 


Charlemagne. 
Alfred the Great. 

Afaric. 

Stilicho. 

Mohammed. 


Whitby. 

Verdun. 

Tours. 

Constantinople. 

Chalons. 

Mecca. 

Bagdad. 


Arianism. 
Athanasianism. 
Ordeal. 
Compurgation. 

Valhalla. 
Islam. 
Hegira. 
Valkyrie. 


Ordeals. 

The Religion or the Germans. 

Conversion of England. 

St. Benedict. 

The Teaching of Islam 


Tennyson. Boadicea. 
Tennyson, Idylls of Ihe Kwa. 

Kipling. Puck of POOks Hill- 
Bulwer-Lytton, The Last of Ihe 
Saxon Kings. 


V. The Feudal Age: 

(XVII) Life of the People. 

(XVIII) The Medieval Church. 

(XIX) The Church and Inter- 
national Movements. 

(XX) Towns and Trade. 

(XXI) The Rise of the Nations 

(XXII) Civilization of the 
Later Middle Ages. 


5 
5 

5 
5 
5 

5 


Rights of the Lord. Ogg. pp. 221- 
228. 

Life in the Castle. 

Tappan, When Knights Were Bold, 
pp. 75-101. 

The Benedictine Rule. Webster, 
Readings, pp. 22-30. 

The Peasants. Cheyney, Indus- 
trial and Social History, pp. 40-45. 

Inducements Offered to Crusaders. 
Robinson, Readings, I, pp. 337-340. 

How Goods Were Sold in the 
Middle Ages. Tappan, pp. 246-275. 


Medieval Towns. 
Medieval Commerce. 


1059 
1066 
1096 
1215 
1270 
1338 
1350 
1453 


Roger Bacon. 
Innocent III. 
Henry IV. 
Gregory VII. 
Wm of Normandy. 
Joan of Arc. 
Dante. 
Wyclif. 


Bremen. 
Genoa. 
Venice. 
Florence. 

Canossa. 

Agincourt. 

Crecy. 

Hastings. 

Marseilles. 

Milan. 

Paris. 


Merchant 
Adventurers. 

Scutage. 

Tonnage. 

Model Parliament. 

Guild. 

Petition of Rights. 

Invincible Armada. 

Protectorate. 

Glorious Revolu- 
tion. 


The Tournament. 
Hospitalers and Templars. 
Gothic Cathedrals. 
Town Life. , ,, , 
Joan of Arc (See Lowell and 
Mark Twain.) 
The Alhambra. 
Dante. 


Scott, Ivanhoe. 
Scott, The Talisman. 
Shakespeare, KingJahn. 
Bulwer-Lytton, The Last of the 

"'jane Porter, Scottish Chiefs. 
Dumas, The Three Musketeers. 


VI. Transition to Modern Times: 

(XXIII) The Renaissance. 

(XXIV) The Economic Revo- 
lution of the Renaissance. 

(XXV) The Reformation. 

(XXVI) The Century of Re- 
ligious Wars. 

(XXVII) Social and Scientific 
Changes. 

(XXVIII) Constitutional D<- 
velopment of England. 

(XXIX) Absolutism in Europe. 


5 

5 

6 

4 

6 

6 

3 

Review 

1 mo. 


Petrarch. Robinson, I. pp. 524- 
528. 

Renaissance Artists. 

Webster. Readings, pp. 183-194. 

Land Enclosures in England. 
Cheynev, Industrial and Social His- 
tory of England, pp. 141-147. 

Indulgences, Robinson, I, PP •"- 
61. 


World Map showing explorations 
and discoveries, 1650 
Europe, 1648. 
\Vorld Map, 1914. 
World Map, 1920 


1492 
1588 
1607 
1660 
1666 
1688 
1648 

1713 


Columbus. 
Gutenberg. 
Cromwell. 

Magellan. 

Calvin. 

Leonardo De Vinci 

Henry VIII. 

Elizabeth. 

Raphael. 

Michael Angelo. 


Jamestown. 
Plymouth. 

Worms. 

Westphalia. 

London. 

Utrecht. 


Trivium. 
Renaissance. 

31ack Death. 

Jacquerie. 

Act of Supremacy 

fesuits. 

lircat schism. 
Babylonian 

Captivity. 
Investiture. 


Shakespeare. n "'""f'! L 
Luthur. Tennyson, «""■'''" ',„, p aa per. 
Madam Roland. Twain. The P"'"' [ " ' , he tier- 
Charlotte Corday. Alfred Noycs, tales oj 
Kossuth. nuiid Inn. „., njhrim 
Disraeli. Wordsworth, m 
SSS Success-Luck or » ning> Strafford. 
11 Wage-Earners in England 



field. I 
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In th< 
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ORGANIZATION OF MODERN EUROPEAN CIVILIZATION. 



General Organization. 



I. Absolutism and National 
Origins. 

(I) Karly 17th Century Europe. 

(II) England in 17th Century. 

(III) Absolutism on Continent 
of Europe. 



II. Mercantilism and Progressive 
Enlightenment. 

(I) Struggle for Colonial and 

Commercial Empire. 

1. Contest for Atlantic trade 

before 1700. 

2. English and French Col- 
onies in 17lh Century. 

.'!. Commercial wars between 
England and France. 

4. England and America, 
1763-1789. 
(Map studv. Test.) 

(II) Reform. 



Source Readings Subject- 
Book pp. 



Robinson's Readings in European 
History, pp 34 ' 

Robinson, pp. 371, 378. N„s. 
154, 154a, 155, 156. Pp 388. Nos 
157, 158, 150, 1G0, 161, 162 163 



Map Subject. 



III. The Age of Revolution, [789- 
1849. 

(I) The French Revolution. 

(II) The Napoleonic Period. 

(III) Reconstruction and Re- 
action, 1800-1830. 

(IV) Economic Revolution in 
Kuropc. 

(V) Economic Revolution on 

Continent. 

(VI) Political Revolution, 1830- 
1849. 



IV. Democracy and National 
Development. 
(1849-1918) 
(I) National Unity. 
(1849-1871) 



(II) Frame, [tab and the 

Netherlands. 

(III) Germany and Auslt 
1870-1914 

(Race problem I 

(IV) The Russias. 

1 1 " og. isolation.) 



(V) Great Britain Before 1805 

(VI) (iriMl Britain After 1805 



V. Expansion and International 
Conflict 

(I) The British Empire. 

(II) The Far East. 

(III) Africa and the Near Easl 



(IV) The Great Alliances and 
International Conflicts. 



(V) The Greal War to 1918 



(VI) Europe in the Twentieth 
Century. 

(I) The People and the Gov- 
ernments. 

(II) Commerce, Industry and 
Labor. 

(III) Betterment and 
Progress. 



Robinson, pp. 400-409. Nos 
164, 165, 166, 107, 168. 



Robinson, pp. 112-428, 430-446 
147-464, 107-501. 
Robinson, pp. 507-522. 
Robinson and Beard, pp. •201-267 
[bid . 26^ 

Robinson. 581-587. 
Ibid., 587-501. 

Robinson and Beard, pp. 275-281. 
Robinson, pp. 591-594 



Robinson, pp. 523-5 17. 



Europe — Change in French boun- 
daries Wars of Louis XIV, 1648 
1789, 1871. . „ . , 

Europe — Extent of Russia (need 

iports); Extent of Poland; 

Partition of Poland. 



English and French possessions. 

Nor Ih America — Show territorial 
extent before 1763; afler 1703. 
Extenl 1783. 

Map showing mduslrial resources 
of England. 



Important 
Dates. 



1588, 1607, 
1620, 1628, 
T648, 1660, 



Important Personages. 



Copernicus, Galileo, Sir Isaac 
Newton, Francis Bacon, Luther, 
i.aMn, Zwingli, Cromwell, James I, 
Charles I, Jam ( . 3 n William III. 
John Wesley, Louis 'XIV, Colbert, 
Peter the Great Frederick the 
Great. 



Europe 1789. 
Europe 1810. 

Europe alter 1815. 

\1 ip showing natural resources of 
and distribution of in- 
lustries about 1830. 



Robinson and Beard. Readings in 
\todern European History, II. pp 
138-381. 

llucl . pp. 340 3 1 1. 

Ibid., pp. 3 11-317. 

Ibid., pp. 334-336. 

Ogg. Economic Development of 
Modern Europe. Recenl industrial 

langes in Russia, pp. 329-33 I 

Robinson and Beard pp 132- 111 

Ibid , n pp 287-297. 

General Reference. 

Robinson and Beard, Development 
of Modern Europe. II. pp 1'in 2IM) 



Ibid., pp. 454- [58. 

R"lc pp 009 702. 0i0l-(i(l5 

165-667, 66 
Ibid., pp. 710-712. 712-718. 
Ibid., pp. 72P 

General Referem e 
Bullard, Diplomacy of the (heat 
H ar. 

I lavis, Roots of the War 
Robinson i 735. 



General Reference 
Red \\ Hie and Blue Series 
Ayres The War With Germany 
a Statistical Summary 

" f "■*"">> "f "- 
I'he War Cyclopedia 
Harding's Outlines -»/ /;„. ,,-,. ,,, 

\\ ar. 

West The War and th, 

Modem lllstoiii 

(.real War. pp. 362-372 ' 

Duncalf, A War Text Book fox 
1 1 cos Schools. J 



Ogg. Social Progress i„ <•„. 
cV/n/.wc-n, Europe, pp 139-212, 33 

Oho The Government of ;•',„,,, 



ion- 



Italy — Show steps in unification 
Sardinia center. Successive annex, 
ation by wars — dates. 

Key or legend for map. 

Europe — Unification or reorgan- 
ization of Germany. Same plan as 
above. Prussia, the center. Zoll- 
vcrein, etc Wars with dates and 
annexations. 



Europe — Race map. Austria- 

Hungary. (Bring out race problem 
source- of I'lilure trouble) 

Europe — Territorial growth of 
European Russia. (Bring oul 
geographical isolation. Efforts to 
gain seaports log problem of 

Russia.) 



Maps of World 

Show Bril ish expansion. 

Key (date ol acquisition of most 
important). 

Map — 1 lismemberment of < >t to- 
man Empire. 

Map of Africa -Show European 
occupation. 

Map of Southeast Europe — Show 
Balkan Stales. 1878-1011. 



Map ol War Fronts - 
Western Front. 
Italian Front 
Eastern Front, 
South Eastern Front. 

ylap -Coal and Iron Areas. 



Mop of Europe showing the gov 

omenta in 191 I 

Map ol Europe showing govern- 



atv. inenls in 1920. 

I'lidp. Government Ownership al\ Map showing n 

Pp"".'! 1 ',. ^"r^ic " Eur °P einlM 



incipal railways 



1713, 1756, 
1763, 1765, 
1773, 1774, 
1775, 1776, 
1783. 
1787, 1789. 



1789, 1805, 
1.SO0, 1812, 
1813, 1815. 

unc 18, 181! 



1870, 1871. 
1803, 1860. 



George III, Washington, Clive. 

Beccana. 

Jenner. 



Venice. 

Genoa. 

London. 

Lyons. 

Paris. 

Oxford. 

Cambridge. 



John Howard, Elizabeth Fry, 
Beccaria, Voltaire, Rousseau, Adam 
Smith, Turgat, Necker, Robespierre 
Napoleon, Mirabean, Lafayette. 
Metternieh, Talleyrand. Canning 
Eli Whitney, Arkwright, Har- 
greaves. Newcomer, Watt, Cort, 
Kossuth, Mazzini, Stephenson, 
Macadam. 



Mar. 15, 1917 
1832— 
Reform Bi 
1867— 
Reform Bi 
1884. 
1885— 
Reform Bi 
1911 Parlia- 
nentary Act 
1918 Parlia 
ncntary Act 



1914. 
July 23. 
July 28, 
July 31, 

a Aug. 3. 

April 6, 1917. 

Nov. 11, 1918 



Cavour, Garibaldi, Victor 
Emmanuel. 

ismark, von Moltke, Napoleon 
III. 



Alexander II, Wide, Milyoukov 
Kerensky. 

George III, Wm. Pitt, the 
Younger, Lord Palmerston, Sir 
Robert Peel. 



John Bright, Gladstone, Disraeli 
Parnell, Daniel O'Connell. 



Suebec. 
trecht. 
Montreal. 
Philadelphia. 
Yorktown. 
New Amsterdam 
Newgate. 
Vienna. 



Geneva. 

Lucerne. 

Tuileries. 

Nantes. 

Valmy. 

Campo Formic 

Luneville. 

Amiens. 

Trafalgar. 

Jena. 

Moscow. 

Milan. 

Elba. 

Waterloo. 

St. Helena. 

Frankfort. 

Hamburg. 

Bremen. 

Budapest. 



Solfcrino. 

Naples. 

Rome. 

Petrograd. 

Kiel. 

Biarritz. 

Sadowa. 

Metz. 

Sedan. 



Historical Terms. 



Theory of divine right. 
Puritan Revolution. 
Restoration. 
Glorious Revolution. 



Mercantilism, 

"Laissez faire ct laissez passer 



corvee, 
bourgeoisie. 
assignals. 
ancien regime. 

Girondists. 

Jacobins. 

Organizer of Victory. 

emigreis. 

coup d'etat. 

code Napoleon. 

Carlsbad Decrees. 

Spinning Jenny. 

Puffing Billy. 

Serf. 

July monarchy. 

Carbonari. 

risorgimento. 



Versailles. 

Marseilles. 

Antwerp. 

Liege. 

Trieste. 

Sebastopol. 

Brest-Listovsk 

Manchester. 

Leeds. 

Birmingham. 

Windsor. 

Khartoum. 

Yarmouth. 

Greenwich. 

Liverpool. 

Belfast. 



John Hav. David Livingstone, 
Henry M. Stanley. 



Wm. II, the Kaiser, Delcasse. 



Lord Edward Grey, Bethmann- 
Hollwcg. General Joffrc. General 
Foeh, General Cadorna, General 
Haig. General Pershing. Zimmerman, 
von Bernslorff, Ilindenburg, Wilson, 
Clcmenceau, Lloyd George, Herbert 
Hoover. 



erbert Spencer, Charles Darwin, 
Edward Carson, Cecil Rhodes, Karl 



Dublin. 

Cork. 

Singapore. 

Hongkong. 

Melbourne. 

Cawnpore. 

Lucknow. 

Pekin. 

Tokyo. 

Agadir. 

Bagdad. 

Algeciras. 

Sarajevo. 



"Prisoner of Vatican." 

"Vatican." 

Quirinal. 

Holy See. 

"Italia irredenta." 

"Law of Papal Guaranties.' 



T .°Pi?s for Themes o 
Individual Reports. 



Cromwell. 
John Wesley 
Peter the Great. 
Wedcnrk the Great. 
Bright s "Maria Theresa." 
(foreign Statesmen Series) 



Napoleon, Life of (Rose). 
»« Si i' (: ..? f Louisiana. (Cambridge 
Mod. Hist., IX. Adams. Hist, of 
U. S.. II, pp. 25-50.) 

(Select from these.) 

Seignobas^Polit. Hist, of Europ 
Since 1814, pp. 451-516. 

Andrews — Hist. Development of 
Europe, 1811-1897, pp. 117-125. 

Economics. 

Great Inventors. 

Cheyncy — Industrial and Social 
Hist, of England, pp. 203-212. 

Enclosures — Cheyncy, pp. 216- 
220. 

The Factory System and Its 
Results. 

Cheyney, pp. 212, 213-235-239. 



Mafia. 
Reichstag. 
Zollverein. 
Bnndesrath. 
Kultur Kampl. 
Junkers. 
Russification. 
nihilism. 
Red Sunday. 
duma. 
Bolshcviki. 

Responsible government ti< 
leave men. 
Home Rule. 
Sinn Fein, 
peep o'day boys. 
unearned increment. 



Far East. 

Boxers. 

Mailed fist. 

Sick man of Europe. 

Eastern Question. 

Near East. 

Young Turks. 

Entente Cordiale. 
Welt-politik. 
Triple Entente. 



Andrews — The Hist. Development 
of Mod. Europe, 1815-1897. 
Book II. 

European Diplomacy and Ih 
Crimean War, pp. 12-90. 

Unity of Italy, pp. 91-145. 

Rise of Russia, pp. 189-277. 



Andrews — France Under Napoleon 
III, pp. 146-188 

Scignobos — Polit. Hist, ol Europe 
Since 1814, pp. 591-596. 

Emancipation of Serfs, pp. 597- 
003. Russification of Poland. 

Andrews — Hist Development of 
Mod. Europe, 1815-1897, pp. 297- 
312. 

The Eastern Question. 

Economic. 

Lyde — The Continent of Europe, 
pp. 221-2 1') 

Smith — Commerce and Industry 
pp. 355-362. 

Ireland, the present unsolved 
problem of England. 



(See organization 

for American 

history.) 



organization for Ar 
history.) 



Economic. 

Smith — Commerce and Industry 
Products and Industries of Chin; 
and Japan, pp. 111-159. 

The Treaty of San Stefans 

The Congress of Berlin, Bullard 

The Algeciras Affair, Bullard, 
The Diplomacy of the Great War 
pp. 84-101. 



Head, The Cloister and the Hearth. 
Davis, The Friar of Wittenberg 
Hough, The Mississippi Bubble. 



Yonge, Unknown to History. 



Dickens, Tale of Two Cities. 
1 1 ugo, Les Miserables, 
Hugo, Ninety-three. 



Eliot, Itomola. 
Scott, The Talisman. 



Hugo, Les Miserables. 
Tolstoi, Wat and Peai e 



Galsworthy, Strife. 



Galsworthy. The Country House. 
Kipling, Mine Own People. 



Red, While- and Blue Se 
How the War Came lo Am 
President's Flag Day Address. 
I he War Message and the Facts 
Behind It. 
War, Labor and Peace. 



New Castle 

Berne. 

Glasgow. 

Barcelona. 

Ypres. 

Edinburgh 

Eton. 



ard. My Four Years in Ger- 
\many < Personal i icperience.) . 
Gerard, Face t<> Face with Kaiser- 
in (Personal experience.) 
Wells, Mr. Britling Sees It Through 
Peate, Private Pete. 
i mpej ■ "'"'' the Top. 
Mildred Aldrich, A Hilltop on the 
Marrie. 



Mittc-k'uropa. 
sabotage. 

Syndicalist. 



Sichness Insurance. 

Ogg. Social Progress in Content 
nurary Europe, pp. 258-260, 272- 
274. 279-2X0, 283-292. 

Unemployment. Ibid , pp. 250- 
254, 274-279. 

Landholding on the Continent 
Ogg- Economic Development of Mod- 
ern Europe, pp. 188-192. 201-204. 

Towne, Social Problems. Conserva 
tion of Human Life, pp. 356-383. 



Boyd Cable-. Doing Their Bit. 
W. J. Locke. The Rough Road. 
w i I oi ke, The Red Planet. 
Mary R. Rinehart, The Amazing 
Interlude. 

Wells, Marriage. 



field. B 
each divi 
willing . 
of worki 
well car: 
teachers 
faithful 

In th. 
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, 



ORGANIZATION OP AMERICAN HISTORY. 



Organization. 


Time 
in days. 


Collateral Readings. 


Maps. 


Dates. 


Men. 


Places. 


Terms. 


Topics for Themes and Reports. 


Fiction. 


Part I. The Colonies. 

(I) The New World. 

(II) The Foundations of English 

Colonization, 
till) A Century of Growth and 

Expansion. 
(IV) The Rise and Fall of New 

France. 


10 


♦Ashley, Early European Civiliza 
lion. Chap. XXIV. 

♦Robinson, Readings in Europear 
History, I, pp. 516-541. 

Cheyncy, European Background oj 
American History, pp. 3-21. 

Muzzey, Readings in Americar 
History, pp. 3-18. 

Thwaites, The Colonies, pp. 2-34 
♦Muzzey, Readings. English Ex 
plorers, pp. 18-23. 

West, Source Book, pp. 17-19. 

Muzzey, Settlement of Virginia 
pp. 24-34. 

McDonald, Documentary Source 
Book of American History, Settle- 
ment of New England, pp. 19-66. 

Ibid., Settlement of Pennsylvania 
pp. 80-104. 

♦Muzzey, Readings, Life and Man- 
ners, 1760, pp. 106-125. 


Map of North America (showing 
physical features). ' 

Map of the United States locating 
Indian Tribes. ,.,,,, . ,. 

Map of the World showing dis- 
covery and explorations. 

Conflicting claims in 1650. 
Progress of scltlemenl to 1750. 
America, 1763, Treaty of Peace. 


♦1492 
1497 
1513 
1565 

♦1607 
♦1619 
♦1620 
1636 
1643 
♦1763 


Marco Polo. 
♦Christopher Columbus. 

Balboa. 

Galileo. 

Cabols. 
♦Magellan. 

Raleigh. 

La Salic. 

Roger Williams. 

John Smith. 
♦William Penn. 

Anne Hutchinson. 
♦John Harvard 
♦Eli Yale. 

John Wesley. 


♦Constantinople 

Cairo. 
♦Venice. 
♦Seville. 

Hamburg. 

♦London. 

♦Jamestown. 

♦Plymouth. 


sagas. 

savages. 

barbarians. 

Long House. 
Fundamental Orders. 


Medieval Trade Routes 
*Eng ish Manufactures 
English Commerce. 

httarfflsr' in Eng,and 

Coh> e n!I! T 3 im T es erati0n in AmeriCa " 
The Salem Witchcraft Craze. 
Education in the Colonics. 
Punishment for Crime. 

America arC!tV ° f Lab ° r '" Colonial 


Kings'ey, Westward Ho. 
Long r ellow, Hiawatha. 
Cooper, The Last of the Mohicans. 
Wallace, Fair God. 
Lummis, The Man Who Married 
the Moon. 


Part II. The American Revolution. 

(V) Causes of the American 

Revolution. 

(VI) The Attempt to Coerce 
Massachusetts. 

(VII) The Attack on the Center. 

(VIII) The French Alliance. 

(IX) The War in the South. 


15 


West, A Source Book in American 
History, Nos. 120-129. 

West, Source Book in American 
History. The Rise of Revolutionary 
Government, pp. 427-442. 

♦Muzzev, Readings, Formation o 
Government, pp. 162-182. 

Van Tyne, American Revolution, 
The Loyalists, pp. 91-94, 152-156 
250-268. 


Military Campaigns of the Revo- 
lutionary War. 

United States, 1783, Treaty of 
Peace. 


1765 

♦1774 
*July4, 1776 

1781 

1783 

♦1787 


Patrick Henry. 

Benjamin Franklin. 

Samuel Adams. 
♦George Washington. 
♦George Rogers Clark. 
♦John Marshall. 

Alexander Hamilton. 

James Otis. 

Montcalm. 


♦Boston. 
♦Philadelphia. 
♦New York 
♦Baltimore. 
♦Charleston. 

Savannah. 
♦Quebec. 

Detroit. 
♦New Orleans. 

Lexington. 

Concord. 

Valley Forge. 

Saratoga. 

Yorktown. 


Freebooters. 

"Line of Demarcation." 

patroon. 

"The Grand Model." 

"Antinomians." 

asiento. 


Early Currency in the United 
States. 
♦The Invention of the Steamboat 


Longfellow, The Courtship of Miles 
Slandish. 

Hawthorne, Maypole of Merry- 
mount. 

Johnston, To Have and to Hold. 

Hawthorne, Grandfather's Chair. 

Seton, Charier Oak. 

Ford, Janice Meredith. 


Part III. National Organization. 

(X) The Adoption of the Con- 

stitution. 

(XI) The Presidency of Wash- 
ington. 

(XII) Federalists and Repub- 
licans. 

(XIII) The Struggle for Neutral 
Rights. 

(XIV) The Second War With 
England. 

(XV) Industrial Growth and 
Westward Expansion. 


30 


Fiske, Critical Period, Chaps. II, 
III. 

Fiske, pp. 214-229. 

Fiske, pp. 236-255. 

Schouler, History of the United 
Stales, I, pp. 23-38, 38-41. 

Muzzey, Source Book, Federalist 
"oundations, pp. 183-212. 
♦Caldwell and Persinger, A Source 
History of the United Slates. Amer- 
can Morals, pp. 394-395. 

McMastcr, History of the People 
->! the United States. The Louisiana 
Purchase, II, pp. 626-635. 

Wilson, Division and Reunion, 
lackson vs. Calhoun, pp. 52-59. 


United States, 1789. 

The Louisiana Purchase, 1803. 

The Treaty with Spain, 1819. 


1792 
1807 


♦Eli Whitney. 

♦Mrs. Nathaniel Greene. 

♦Thomas Jefferson. 

James Monroe. 

Dolly Madison. 

Robert Fulton. 


Detroit. 
Buffalo. 
Niagara. 
Tippecanoe. 
New Orleans. 


Federalist. 

Strict and loose construction. 
"Mason and Dixon Line." 
"Whiskey Insurrection." 
"Midnight Appointments." 
Parson's Cause. 

Implied Powers. 
X Y Z Affair. 
Monroe Doctrine. 
Tariff of Abominations. 


American Architecture. 

Colleges in America. 
♦Improvement of Agricultural 
Machinery. 

Growth of factories in the United 
States. 

The United States Navy. 


Atherton, The Conqueror. 
Clemens, Life on the Mississippi. 
Eggleston, Irene of the Mountains. 
Page, In Ole Virginia. 
Cable, The Cavalier. 
Churchill, The Crisis. 


Part IV. Sectional Divergence. 

(XVI) Jacksonian Democracy. 

(XVII) The Period of the 
Mexican War. 

(XVIII) Slavery in the Terri- 
tories. 

(XIX) The Irrepressible Con- 
flict. 

(XX) Secession. 


30 


Muzzey, Democracy and Terri- 
orial Expansion. History of the 
Whig Party, pp. 361-383. 

♦McDonald, Treaty with Mexico, 
377 ff. 

Wilson, Dioision and Reunion, The 
South in 1861, Chap. X. 


The Missouri Compromise, 1820. 

The Mexican Cession, 1848. 

Area affected by Acts pertaining 
to Slavery. 

Slave and Free Territory, 1850. 

Map showing the presidential 
election of 1860. 




Andrew Jackson. 

♦John C. Calhoun. 
♦Henry Clay. 
♦Daniel Webster. 


Vera Cruz. 
Santa Fe. 
Guadalupe. 
Hidalgo. 


Nullification. 
Squatter Sovereignty. 
Wild-Cat Banks. 
Bear Flag. 
Ostend Manifesto. 
Fifty-four forty or fight. 
Know Nothing. 
Dred Scott Decision. 


♦Influence of the cotton gin on 
slavery. 

Review of Texas History. 

The Schools in the South. 

Comparative strength of the 
North and South. 


Page, Two Little Confederates. 
Whittier, Anti Slavery Poems. 
Harris, On the Plantation. 
Cable, John March, Southerner. 
Clemens (Mark Twain), Roughino 
It. 

Ford, Hon. Peter Sterling. 


Review. 


5 


















Part V. The Cival War. 

(XXI) The Opening Campaigns, 
East and West. 

(XXII) The High Tide of the 
Confederacy. 

(XXIII) The Blockade and 
Foreign Relations. 

(XXIV) The Outcome of the 
War. 

(XXV) Reconstruction of the 
Southern States. 


35 


West, Slavery and Abolition. 
Slavery as An Economic System, 
pp. 49-66. 

Rhodes, History of the United 
States, Negro Suffrage, V, pp. 554- 
565. 

Carpet-Bag Rule in Mississippi, 
VII, pp. 91-104. 

♦McDonald, Treaty with Mexico, 
377 ff. 

Muzzey, pp. 335-337. 
♦McDonald, Republican Recon- 
struction, pp. 451-478. 

♦Caldwell and Persinger, A Source 
History of the United Stales, Results 
of Radical Reconstruction, pp. 478- 
483. 

Burgess, Reconstruction and the 
Constitution, Selections. 


The line-up of States, 1861. 

The railroads of the United States, 
1861. 

The distribution of factories, 1861. 

Territorial growth, 1867. 

Showing location of America's 
coal, iron, gold, silver, copper and 
oil belts. 

Election of 1872. 

Showing location of cotton, corn, 
wheat, sugar cane, rice, tobacco and 
potato belts of United States. 


♦1820 
♦1845 

1848 

1850 

1854 

1861 

July 1-3, 
1863 

1865 

1867 
♦1871 

1877 


♦Cyrus H. McCormick. 

Stephen A. Douglas. 

Alexander H. Stephens. 
♦Jefferson Davis. 

Albert Sidney Johnston. 
♦Abraham Lincoln. 
♦"Stonewall" Jackson. 

Ulysses S. Grant. 
♦Robert E. Lee. 
♦Clara Barton. 

Susan B. Anthony. 


Ft. Sumter. 

Bull Run 
(Manassas) 
♦Chattanooga. 

Lookout Mt. 

Atlanta. 

Charleston. 

Nashville. 

Louisville. 
♦Richmond. 
♦Gettysburg. 
♦Vicksburg. 

Savannah. 

Goldsboro. 
♦Raleigh. 

Corinth. 
♦Appomattox. 


Border Ruffians. 
Bleeding Kansas. 
Freeport Doctrine. 
Liberator. 
Black Codes. 

scalawag, 
carpetbagger. 
Ku Klux Klan. 
Credit Mobilier. 
Grandfather Clause. 


Hampton Roads Conference. 

Ship building in the United States 
before the war. 

Exportation of cotton before and 
during the war. 
♦Railroad building. 

High prices in the South after the 

war - ~ • t . 

Inventions affecting manufacture, 
transportation and agriculture. 


Page, Red Rock. 
Page, Marse Chan. 

Letters of Theodore Roosevelt to 
His Children. 




35 


♦Muzzey, Modernizing Our Govern- 
mental Machinery, Civil Sernir* 
4X1 IT. otrvice, 

Muzzey, Perfecting Popular Con- 
Irol, .'jOO ft. 

ETdurV^r" 1 '''^'' 1 -^ 
lS?&? War Text Bookfor 
"Harding, Topical Outline of the 

West, The War and the New Aae 
♦Davis, Roots of the War. 9 
Bullard, Diplomacy of the Great 


Map showing the principal rail- 




John Hays. 
♦Thomas Edison. 
♦Alexander Graham Bell. 


♦Denver. 

♦San Francisco. 


Imperialism. 
The crime of '73. 


♦The Problem of Conservation. 


Riig. How the Other Half Lives 


Part VI. The New Nation. 

(XXVI) Economic Changes, 
1877-1897. 

(XXVII) Foreign Relations, 
1865-1897. 

(XXVIII) The War with Spain 

(XXIX) America as a World 
Power. 

(XXX) The New Democracy. 

(XXXI) The European War. 


Map showing territorial posses- 
sions of the United States in 1900; 
in 1920. 

Showing world's chief steam ship 
ines and cables. 

Map showing manufacturing 
:enters of the United States, 1910. 

Map showing agricultural in- 
terests in 1910. 

Map of the world showing the 
ine-up of Nations for the War. 
1914. 

Map showing war fronts in spring, 
1917. 

Present territorial status in 
Europe. 


1881 
1884 

1890 

1898 
1900 

Aug. 1, 1914. 

April 6, 1917. 
Nov. 11, 1918 


Grover Cleveland. 

William McKinley 
♦The Wright Brothers. 

Wm. H. Taft. 
♦Theodore Roosevelt. 

Wm. Jennings Brvan. 
♦Woodrow Wilson.' 

Jeanette Rankin. 
♦Frances E. Willard. 
♦Andrew Carnegie. 

General Joffre. 
♦Jane Addams. 

E. M. House. 

J. J. Pershing. 
♦Clemenceau. 
♦Marshal Foch. 

Lord Kitchener. 

General Haig. 
♦Wm. Lloyd George. 


♦San Antonio. 

Key West. 
♦Santiago. 

San Juan. 
♦Honolulu. 
♦Manila. 
♦Liverpool. 
♦Brest. 
♦Chateau 

Thierry. 
♦Belleau Woods 
♦Argonne 
Forest. 

St. Mihiel. 
♦Verdun. 

Coblenz. 

La Courtine. 

Seveney. 


as, . a™ SSSxms&. Is^hr "•""'■ 

populist ♦Child Labor Laws. Norr is, T-hePil. . 
rBcfpowers. Appheations of the Monroe g^/&2Fi?%g. 

&ttoT c r 8" W ,s in War Work ' tw, ' Mr - Britttna s " s 

alien enemy. °. ur Allies BaXsse Under Fire. 

peae 1 LaSe te — - ° f * m H "S? F,rst r" red 

barrage *Labor Unions Daeson, Carry On 
Bolsheviki. woor unions. Wistcr Pentacosl of Calamity. 

%&?»»»■ ■S5WSM w*H JSS.* ses oUe 

noilu Education. Apocaiypse. 
going west. ° ur Relations with Mexico. 
No man's land. 


Appendix A. Declaration of 

Independence. 
Appendix B. Constitution of th< 

United States of America 


5 


McDonald, Amendments to~the 
Constitution, pp. 494-536, 546 and 




May 25, 

Sept. 17, 

1787 


Thomas Jefferson. 
James Madison. 


°hiladelphia. 


Flnafic Clause ^X ne Income Tax. , 1 

State of Franklin. United, Woman Su(Trage '" H 
united States. 


Review. 


10 






l 




' ' 



field. 1 
each div 
willing 
of work] 
well car 
teachers 
faithful 

In th 
of time 
way tha 
with ea 
the sub; 

Pupi] 
copy of 
whole e 
quired > 
they w 
examin 

All < 
ings, tl 
schedu 
drills, 

Whe 
reading 
books, 
substit 
temptt 



>ols au- 
momics 
ing, re- 
1 credit 
rty-four 
he four 
schools, 
i; eight 

Le social 
ion that 
s rooted 
derlying 
lerefore, 
ics, and 
ool cur- 

snce has 
he point 
arsity of 
he Corn- 
Colleges, 
the high 
itvy, you 
no more 

plawn of 
"Since 
f getting 
ystematic 
efforts to 
iderstand 
It is be- 
lies while 
es in the 
hemselves 

the prac- 
rete prob- 

approach 
d be the 
idolescent 

r a year's 
ar's study 

)rida High 



ORGANIZATION FOR NINE MONTHS* WORKilN CIVICS. 






II. The Educat 



of the Citizen: 
... ..nd School. 
Preparation for Life and Citizenship. 
Foundation and Effects of Good C1I12 



< irganization 

..jcial Orgnni/al 
Politi.nl Orgaim.at 



1 Social Organization. 



Organization :iml V' 



I Nomination for l-lcri 1 ■ ■ ■ 
Elections. 

? or Popula " 
of the Poli 
rr ..ntment of ] 
3. The Initiative. Rcferendun 



Rights Against Our Co 

Citizenship, PP ■ 1, - : '; 

♦Primary Civic Duties 
Government, PP 20-74. 



♦Student Self-Government Bureau of Educat. 
*The Meaningof Self-Government. Kayo. Readings 

n Cunt Government, pp. 15-21. 

I |,, Responsibility of Citizenship. Ibid.. Pi' 



1 1 ,i View Point. Thompson, Elementary 

Ec-m-mics. PP 3-M , _ , ,, ,, 

\.,i„,nal ;iml Local Party Organization Kaye 



*Thc Suffrage. Ibid., pp. 148-153. 

Nomination and Election Machinery. Meed, l-orm 

and Function of (he American Government. N-K'.l 

♦Repression of Political Corruption. Kaye, pp 518- 
26. 
The Recall Ibid , PP 526-527. 



Collateral Reading. 



Thompson. Elementary Eco 



immum wage, economic unit 

Icdrnil sv^ii'tn, c:i|iif;il. rent, interest 



Citizt wship 
an Economic Unit, (bid . pp 94 98 



w igei 

mplin 



Citizen, voter, alien, alit 

laturalization, city-town, 
itate, nation-empire 



Craft-profession, vocation. Junioi 
Republic, Honor System, immigrant, 
igrant, racial homogeneity. 



Prodis, exchange, 1 

distribution, personal 

enterprise, wage 



♦Obedience— The corner atom 
slate. Whv? Discussion bv I 

♦Expenditure ol the ■ im 

What constitutes good hotum 



Monoply, institution, organiza- 
tion, cooperation. 

Platform, primary, short ballot 
Australian ballot, "caucus, gerry- 
mandering, bribery. 



„„. election judges 
I'Ouiaide speakers may be invited ) 
The organization of political parties in 

The organization of political parties in Texas- 

*A study of the party platforms of the president! 
campaign of 1920. 



Topics for Themes or Individual Reports 




The water power of the United States — map. 
*The mineral resources of Texas— map 

Federal conservation of "while coal." 
*Our immigrants— where they come from and 
they settle. Map showing this. 



Consistent upkeep n | the lawn 
Impairing steps, fences etc 

fainting or repairing out-buildings, etc. 

thTse r fe^tlres 399 A Communit y S «™y- including 
The Racial Elements 

The Industrial Institutions 
The Natural Resources. 



Material for local topics should be obtained in the 
above survey. The teacher should type outlines for 



♦The 

♦Jusl 1 
The t 



suffrage 



ial 



For the class: 

Map of Texas sho^....,, 

ill districts. Senato 
districts. Preserve 



■ jjjv™; ■ ,,r " 

■hape. "For'the^cIaflB 16 Scho01 8r<mnds '" «ceUen1 



♦Budget of personal evpe 
nr month 
Careful and accurate a. 



S from each student for 

nuts should be insisted 



VIII. Civil Liberty and Public Wclfan 



3. Administration of Justi< 

4. Punishment of Offender; 



* 1 he Conservat 
15-49. 

The Juvi 
PP 22D-231 



of Human Life. Bennion. pp 
Ic Offenders. Townc, Social Problems 



♦Texas reformato 



Their purpose. 

Their jurisdiction 



3 hi the courts, lails. etc (The teacher should 

■ for this at some suitable time ) 

orj it the visits should be required in note- 



IX. Public En 



eral Considerations 
National Taxes. 
State and Local Taxes. 



fcls in the General Property Tax 
mi/s in Civil Government, pp 111-11'.. 
Kincial Support ol Public Education 

Citizenship, pp 76-79. 



nunitv property, prope 
tax, income tax; eorpc 
inheritance tax, ordinal 



ion of it by the <la 



City Government: 

1. Organization. 

2. General Problems of Cilv Go 
3 Welfare Problems. 

4. Municipal Public Utilities. 



__ study or some city charter— the local 

_ model charter may be obtained from lb 
ipal Bureau. U. of T.. Austin.) 

A city budget — the local one preferred. 



Franchise, ordinance, public 
lity, tenement, civic center, 
public ownership. 



*Plot of the town lo 
/idenre of its having 
V iiur ol parks and 
The water supply. 



ating all public buildings Any 
)een planned? 
■unicipal play grounds. 



reports 

For the individual: 
A short report on s( 



and light plants. 



i other public utility. 



XL State and County G 



County Government. Bennion, Citizenship, pp. LSI 
25. 

The Town and the Citizen. Ibid., pp. 126-129. 
♦The Legislature. Read, Forms and Functions of 
Government, pp. 122-133. 



Township, public corporation, 
al option, bill, law, veto, "killed 
committee." "rider." bureau. 



, -1 the State Legislature 
in suffrage movement in Hi 
1915. (Journals of Legii 



The National Constitution: 
Historical Development. 
:. The Constitutional Amendments 
i. The Written and Unwritten Constitu 
The Nation and the States. 



ic Amendments to 
United Stales 

ow the last amendrt 



"Draft a lull using as 



el one from the Con- 
ured a few copies from 



♦Powers of the President Kaye, Readings, pp. 202 
The Cabinet. Ibid., pp. 211-218. 



President Wilson's influence on legislation during 
ie war 
The members of the present cabinet. 



Collect pictures of tb 
md also of the Judg 
irrange 



B . a of the Su 
._ a bulletin board 
,f each. Exhibit th 



and his Cabinet 
upreme Court, and 
ompanied by short 



Part III. Some Public Activities: 
XIV. Public Health and Wclfan 

1. Educatic 



'Education. Read, Form and Functions of Gove 
rncnt, pp. 359-370 

ire of Dependents. Ibid., pp. 352-358 

>alth and Sanitation Townc. Social ProbUl 






Rcquir 
. Ms. *' 
earlier should f 



An r. ■. filing Schools. Ibid. 



: bulletins in ndvar 



The Standing of the total School How it may be 

ise.l Conference ol civics class with the high 
hool facultv. s-hool board and Parent-Teachers 
Club Program on above sublet . 

(Arrangements for this should be a month in ad- 



- ;) 

A "rlc 



up" dri 



Labo 
. Worn a 
\. Employers. Employees, and the Publit 

I. The Promotion of Industry. 



*Cluld Labor. Towne. Social Problems, pp. 59-78 

Women in Industry Ibid . pp. 82-90. 

I iicmplovment. ibid., pp. 140-150. 
♦Labor Organization in the United Slates. Ibid 



each individual in the 
in which e\ 

up 10 I 



' minute is accounted 

r A Anellorf 'icfliv to" » t,cdn,e of eight 

mrs for work, eight hours for play, and eight hours 
for sleep. 



♦Transportalic 
pp. 154-165. 



I'Jeinenl'irti l-'e<inii 
n. Ibid., pp. 181 



carrier, recipn 



federal government and from Slate 



sketch. Exami 
s,.,n out by tin 
Board of Market 

ns ,.|f with these 



lure of the Sei relurv of Commerce of the United 
State, on the bulletin board. Stones concerning him 

''''m.i '.'showing prim .pal railways ol the Slate Make 

and keep in noiebooks. 



♦The Use of Money in Making Exchanges Thompson 
Elementary Economics, pp, 199-209. 

Banking and Currency Thompson. Ilhtorn of the 

Unite, I Slates, pp. 453-457. 



♦The kinds of 



»;■ 



Short outline on the Board. 

Exhibition of the dill, rent kinds of 
ble in the community. 



the United Mate 



ir the 

<lir.\vn how busine 



cvi* 



nged for.) 



XVIII. Territories and Public Lands. 

1. Government of Territories. 

2. Our Policy RcKardinQ Public Laud 



XIX. Foreign Relations: 

1. Diplomatic Rclatk 

2. National Defense. 



The Government of the State of Texas: 

1. Origin and Basis of the Gove. 

2. The Legislature and Its Members. 



Territories and Dependencies Read, Form and 
uneli'ins of Government, pp. 307-321. 
Land. Thompson, Elementary Economics, pp. Ill 
28. 
Conservation of Natural Resources. Towne. Social 



•International Relations. Bennion, Citizenship, pp 
159-162. 

Foreign Relations and National Defense, Read 
Form and Functions of Government, pp. 321-329. 



Map showing all U 
billed States. 
Story of how each > 
(Assign different a 



♦"Slii.lv ol the Leaf 
(Secure copies ol 
from World Pe;ice 
Boston.) 

Graph showing imm 
reports from 1870-1920 



lories and dependent iea a 

lifsiSonT'to each member of 

ua of Nations. . , 

the Constitution ol the Luou< 
Foundation, 40 Ml. Vernon St. 
according lo consul 



i of the Legislature. 
j of Making Laws. 



*Rcporl in notebooks. 
Map of the country showing location of natural 
Any attempt t 



thing of 



nts. Boynton, School Civics, pp, 



and Duties of State 



. Civics, 'I'erus tin, I 



Kxa. 

tate Consliiiiu 
Examination oi" the 1'i'Ji* C 






■ , .Hirers of .the SI 
Arrange on bullet 

,,,[, Micinber of class to present son 



♦Gather pictures of all ( 
that 
Ha 



img the 



i VI and VII. Ibid., pp. 34-52. 



q oi Texas. Locatt 
'of'^.MMo' i,nd V : "- "", SkCri 
of foreign population on blacKUoitrt 



Gather pictures 'of the thrce.judges of the Suprem 

Court of Tc,, 9 „ f U,c,h r c i ,,,,, Kc Ot.he o Co^ 

Appeals in vour district. Comment ol 
these. Arrange on the bulletin board. 



field. I 
each div 
willing 
of work 
well cai 
teachers 
faithful 

In tb 
of time 
way thf 
with ea 
the sub 

Pupi 
copy of 
whole t 
quired 
they w 
exaniiE 

All , 
ings, t: 
schedu 
drills, 

Whc 
readin 
books, 
substil 
tempt< 




—53— 

ECONOMICS. 

Place in the Curriculum. 

The State Committee on Classified and Accredited High Schools au- 
thorized, March 6, 1919, the accrediting of one-half unit in economics 
or in sociology. In 1919-20, two schools, out of the five applying, re- 
ceived credit in economics; one school applied for and received credit 
in sociology. In 1920-21, twenty-seven schools, out of the thirty-four 
applying, received credit in economics; three schools, out of the four 
applying, received credit in sociology. In 1921-22, thirty-seven schools, 
out of the seventy-four applying, received credit in economics; eight 
schools applied for and were refused credit in sociology. 

These figures show the trend toward a new evaluation of the social 
sciences in the high school course. There is a growing conviction that 
high schools are training schools for citizens. Good citizenship is rooted 
and grounded in a knowledge of the fundamental principles underlying 
American political, economic, and social life. It follows, therefore, 
that courses in American history, government, community civics, and 
elementary economics are of supreme worth in the high school cur- 
riculum. 

There are those who believe that economics as an exact science has 
no place in the high school; but many are coming to accept the point 
of view of Dr. Joseph Eoemer, professor of education, University of 
Florida, High School Visitor for Florida, and chairman of the Com- 
mittee on Deans' Eeports, Southern Association of Schools and Colleges. 
Dr. Eoemer says: "Economics can be successfully taught in the high 
school. If you can teach the abstract principles of trigonometry, you 
can also teach the elementary principles of economics; one is no more 
abstract or difficult than the other."* 

A similar opinion has been expressed by Mr. W. M. W. Splawn of 
the economics faculty of the University of Texas, as follows: "Since 
men devote the most of their working hours to the business of getting 
a living, it is desirable that young people should make a systematic 
survey of the organization that men have developed in their efforts to 
get a living. It is of vital importance that they should understand 
the social consequences of the efforts of men to get a living. It is be- 
lieved that they will find that an elementary course in economics while 
in high school will equip them so that they may detect fallacies in the 
reasoning of public men and of publicists and so that they themselves 
may avoid many errors/' f 

All agree that the emphasis in the high school should be on the prac- 
tical rather than on the theoretical phases of economics. Concrete prob- 
lems and conditions as they occur in life should furnish the approach 
to the study of economic laws. Human relationships should be the 
controlling aspect of a presentation of economic principles to adolescent 
students. 

The course belongs in the last half of the fourth year after a year's 
study of American history in the tenth grade and a half year's study 

*A program for Citizenship Training — Annual Conference of Florida High 
School Principles— 1921. 

flntroduction to the Study of Economics. Splawn and Bissell. 



—54— 

of civics in the eleventh. The technical civics of government properly 
belongs in the course in American history; the social civics of a com- 
munity life naturally follows the history and government course. Com- 
munity civics meets the needs of high school students better than for- 
mal sociology. Economics built on the foundation of history, govern- 
ment, and community civics makes for high school graduates a sub- 
stantial base on which to stand as they face their responsibilities in a 
complex and changing civilization. 

Content of the Couese. 

Aim. — The content of the high school course in economics is condi- 
tioned by the aim of the course. The aim is to produce the active good 
citizen. 

Method. — In a half-unit course, the subject can be presented better 
by a topical rather than by a text book method. The text should serve 
chiefly as a guide to the instructor and to the class. Many supplemen- 
tary books should be at the service of the class. Current matter from 
the daily press and from standard magazines should be utilized. Each 
topic should be handled in the following manner: First, the concrete 
facts relating to the problem; second, the economic principles involved; 
third, the application of theory to conditions. The every-day experi- 
ences of the pupils should always furnish the starting point. The 
teacher and the class should work back from practice to theory. 

Topics. — In a half year course, the teacher will have no difficulty in 
finding sufficient material. His problem will be in deciding upon what 
to eliminate. The following topics are suggested : 

1. Wants and their satisfaction. 

2. Utility, value, wealth. 

3. Demand, supply, price. 

4. Land. 

5. Labor. 

6. Capital. 

7. Transportation and marketing. 

8. Business and industrial organization. 

9. Money, banking, insurance. 

10. Commerce. 

11. Tariff. 

12. Eent. 

13. Wages. 

14. Interest. 

15. Taxes. 

16. Social welfare. 

A more complete outline will be found in Bulletin 124, History and 
the Social Sciences, State Department of Education, 1920. 

Projects. — Study of current magazines, such as The Survey, Literary 
Digest, Independent, Review of Reviews, Outlook, in connection with 
economic problems. 

The filing of clippings bearing on the problems studied. 

Collateral reading reported in themes and notebooks. 

Briefs and debates on current economic questions. 



—55— 

A study of the territorial division of production in the United States 
by making a map showing the resources of the country and the basic 
industries. 

In studying prices, the pupils should trace on a graph the course of 
prices of three staple market items and give the main reasons for fluc- 
tuation of prices. 

In studying topics of rent, urban values, and taxation, maps of rep- 
resentative cities may be constructed showing value of land per front 
foot. 

Organization of a Junior Chamber of Commerce. 

A survey of local institutions. 

Notebooks may contain: 

1. Assignments including list of sources to be consulted. 

2. Notes taken in class. 

3. Notes taken outside of class on supplementary reading, visits, 
and investigations. 

4. Summary of economic laws. 

5. Maps, graphs, and charts. 

6. Current events, cartoons, clippings. 

7. Source reports, briefs for debates, themes. 

Texts that have been used successfully in Texas high schools as the 
basis of a course for which a half unit of accrediting is given : 
Bullock, Elements of Economics, Silver-Burdett. 
Ely and Wickers, Elementary Economics, Eevised, Macmillan. 
Fradenburg, Elements of Economics, Chas. Scribner's Sons. 
Laing, An Introduction to Economics, Gregg Pub. Co. 
Thompson, Elementary Economics, B. H. Sanborn Co. 
Books for supplementary reading: 
Adams and Sumner, Labor Problems, Macmillan. 
Bogart, Economic History of the United States, Longmans. 
Burch, American Economic Life, Macmillan. 
Burch and Nearing, Elements of Economics, Macmillan. 
Burch and Patterson, American Social Problems, Macmillan. 
Carlton, History and Problems of Organized Labor, Macmillan. 
Carver, Elementary Economics, Ginn. 

Hamilton, Current Economic Problems,' University of Chicago Press. 
Herrick, Eural Credits, Appleton. 

Hughes, Problems in American Democracy, Allyn and Bacon. 
Johnson, Economics, D. C. Heath. 

Marshall, Eeadings in Industrial Society, University of Chicago Press. 
Marshall & Lyon, Our Economic Organization, Macmillan. 
Seager, Principles of Economics, Henry Holt. 
Seligman, Principles of Economics, Longmans. 
Taussig, Principles of Economics, Macmillan. 
Tuffs, The Peal Business of Living, University of Chicago Press. 
White, Money and Banking, Ginn. 



—56— 

MATHEMATICS.* 

Introduction. 

Poor work in mathematics teaching is the result of carelessness about 
the so-called "little things" more frequently than it is the result of 
inability or poor presentation on the part of the teacher. 

Satisfactory work in mathematics depends on satisfactory thinking; 
and this is influenced to no small degree by externals. For this reason 
the mathematics teacher's room should be the cleanest in the building. 
Paper on the floor, untidy blackboards, and other disarrangements of 
the room have an effect on pupils which, though they may be uncon- 
scious of it, lowers their efficiency. 

The same may be said of good order. No school is well taught if it 
is not well disciplined; and for a teacher to attempt to teach mathe- 
matics to an inattentive or disorderly class is waste of time and energy. 
It is worth while to give careful attention to these details, even at the 
loss of actual teaching time. 

Another great handicap to our mathematics teaching is waste of time 
in handling routine matters. If teachers will systematize such things 
as the distribution of materials and collecting papers, they will find no 
reason to complain that the course can not be covered in the assigned 
time. To insure a wise use of time, it is essential that each lesson be 
planned in detail. The planning should never be omitted, no matter 
how well the teacher may have the subject matter in hand. 

Eequired Courses. 

The majority of Texas high schools require for graduation from the 
high school two units in algebra and one unit in plane geometry. These 
are also the usual requirements for admission into the colleges of Texas. 
•This emphasis placed upon the value of mathematics as a part of the 
high school course of study represents probably an extreme view. Op- 
posed to this requirement is the tendency to make mathematics a purely 
elective subject. For instance. Ohio has dropped from the high school 
standards its former requirement of one unit of mathematics for all 
students. Under present conditions, it seems desirable to make some 
work in mathematics a part of the requirements for graduation. Whether 
this is or is not the correct attitude is a problem to which those inter- 
ested in the organization and administration Texas schools should direct 
their attention. 

Teachers of high school mathematics are ur^ed to read the "Summary 
of the Eeport of the National Committee on Mathematical Kequirements." 
This bulletin may be obtained from the National Bureau of Education 
and is entitled, Bulletin No. 32, 1921, The Eeor^anization of Mathe- 
matics in Secondary Schools. See also High School Standards. 1021 
revision, issued by the Ohio State Department of Education. 



"For a more detailed discussion, see Bulletin 84. 



—57 — 

Sequence of Coukses. 

Bulletin 84 issued by the -State Department of Education in 1918 
recommended that the course in plane geometry be offered in the second 
year of high school. Very few Texas high schools have revised their 
course of study to accord with this recommendation. Some having 
made the change express dissatisfaction with the arrangement and indi- 
cate that they will change the course in favor of the two-year continuous 
course. While it is generally conceded that demonstrative geometry 
requires less maturity of thought than does advanced algebra, certain 
conditions have interfered with its being offered as second year high 
school mathematics in Texas. Most important of these conditions are 
the arrangement of the present text books, the large classes in the 
second year of the high school, due to an insufficient teaching force, and 
the difficulty in finding sufficient time for an adequate review of the 
fundamental processes. From the standpoint of the completion of 
subject matter, more satisfactory results can probably be obtained by 
offering algebra as a two-year continuous course as long as two units 
are the minimum requirements for graduation from Texas high schools 
and for college entrance. The same reasons which prompted the recom- 
mendation in the first instance still exist; and there is still a question 
as to which is the more desirable : — to give the pupils who attend high 
school only two years the benefit of training in two different phases of 
mathematical thinking or to give them two years of training in a special 
phase. Either arrangement of algebra and geometry will be accepted by 
the State Department for Accrediting. 

If only one unit of algebra is required for graduation from high 
school, it is desirable to offer plane geometry as second year work with 
the second unit in algebra as an advanced course elective for third or 
fourth year students. 

In small high schools, the plan of combining the second and third 
year classes and offering geometry and algebra in alternate years is 
recommended. The first year algebra should be extended to include 
some of the work needed for geometrical solutions. This combination 
and alternation may be given in the third and fourth years if vocational 
work is offered in the second year of the high school. See suggested 
programs. 

ALGEBRA. 

(First year high school.) 

1. Text : Wentworth , s Xew School Algebra. 

2. Subject matter covered : 

(1) First half of vear. Pages 1 to 84. 

(2) Second half of year. Pages 85 to 173. 

3. Omissions recommended : Multiplication and division of poly- 

nomials having fractional, negative or literal exponents; Euclid- 
ian method of finding the highest common factor and the least 
common multiple; complex fractions except a few of the simpler 
forms: practical problems, such as the hare and hound problems. 



—58— 

4. Points of emphasis : 

(1) Algebraic notation. One of the chief difficulties confronting 

the teacher of first-year algebra is the inability of the 
pupils to grasp the meaning of the symbols in algebra. 

(2) Negative numbers. Concrete illustrations should precede 

the introduction of the subject of negative numbers. 

(3) The meaning of such processes as transposition, cancella- 

tion, clearing of fractions should be clearly explained. 

(4) Solutions of simple equations. Some teachers prefer to wait 

until pupils have become acquainted with the four funda- 
mental operations before introducing the solution of the 
simple equations, while others begin with the study of the 
simple equation. Either method gives satisfactory results. 
The important thing to remember is that a clear under- 
standing of the meaning and use of equation is funda- 
mental in algebra. 

(5) Special stress should be given to the chapter on Special 

Eules of Multiplication and Division. 

(6) Factoring. Ability to factor accurately and rapidly deter- 

mines the pupils' progress in advanced algebra. 

(7) Accuracy. 

(8) Checking algebraic solutions by numerical substitutions. 

(9) Training in estimation of results. 

ALGEBKA. 

(Second or third year high school.) 

1. Text: Wentworth's New School Algebra. 

2. Subject matter covered : 

(1) First half of year, pages 174 to 237. 

a. Precede this by a four weeks' review of the most im- 

portant phases of first year's work. 

b. If given in the third year of high school, the review 

of principles of first-year algebra should be more 
extended ; probably about eight, weeks will be neces- 
sary. In this case, new subject matter will reach 
about to page 211. 

c. Introduce the study of the graph at the beginning of 

the study of the simple simultaneous equation. 

(2) Second half of year. Complete the text through Chapter XX 

with such work in the following chapters as time permits. 

3. Omissions: Cube foot; inequalities; literal equations should be 

touched lightly: imaginary expressions except in a very elemen- 
tary way; portions of Chapters XXI to XXV (time at the dis- 
posal of teacher will be the determining factor concerning omission, 
of material in the latter chapters). 

4. Points of emphasis: 

(1) Simple simultaneous equations. 

(2) Graphs — use in solution of equations — statistical uses. 

(3) Quadratic equations. 



—59— 

(4) The function concept. 

(5) Algebra as a mathematical tool — the relation of algebra with 

problems in other high school subjects. 

(6) The verification of results or checking. 

PLANE GEOMETEY. 

(One Unit.) 
(Second or third year high school.) 

1. Text: Wentworth-Smith. 

2. Subject matter covered : 

(1) First half year, pages 1-125, taking practically all "originals/' 

(2) Second half year, pages 126-260. 

3. Omissions : 

(1) Approximately one-half of the exercises in Books III, IV, 

and V. 

(2) Problems involving maxima and minima. 

(3) To inscribe a regular decagon in a circle. 

(4) Given the side and radius of a regular inscribed polygon, to 

find the side of a regular inscribed polygon of double the 
number of sides. 

(5) To find the numerical value of the ratio of a circle to its 

diameter. 

(6) If given in the second year of high school, Propositions 

XXIII and XXIV in Book III and Propositions XI, XII, 
XIII in Book IV. 

4. Points of emphasis : 

(1) Congruence of triangles. 

(2) Importance of the isosceles triangle. 

(3) Similarity of triangles. 

(4) Properties of circles. 

(5) Properties of the right triangle. 

(6) Theorems of mensuration. 

(7) Problems of loci. 

5. Suggestions : 

(1) Formal proofs should be preceded by a brief course in con- 

structional and observational geometry. Study carefully 
pages 1-24 of adopted text, supplementing with available 
exercises. 

(2) A thorough grasp of the theorems of the first book should 

be insisted upon. However, teacher should avoid the as- 
signment of too short lessons ; numerous "originals" should 
be solved in connection with each basal theorem. 

(3) Accuracy of language in statements and proofs should be 

insisted upon. 

(4) Brief historical statements regarding the most important 

theorems add interest to the course. Some of the recrea- 
tions in geometry will be interesting also. A good history 
of mathematics should be in the high school library, and 
effort made to induce pupils to read it. 



—60— 

(5) While notebooks are not essential to a course in geometry, 

they are valuable to the pupils in furnishing an accessible 
reference source for the more difficult propositions. Ex- 
tremely simple exercises should not be recorded. All note- 
books should be carefully examined and corrected by the 
teacher; otherwise much of their value will be lost. 

(6) Careful attention to details. 

COMMEKCIAL AND ADVANCED ARITHMETIC. 

Commercial arithmetic is recommended for the second or third year 
of high school, advanced arithmetic for the third or fourth year. Com- 
mercial arithmetic should be open to pupils over sixteen years of age, 
by special permission, regardless of their classification. Both courses 
will not be accredited in the same school, excepting in the larger com- 
mercial centers having over 500 students in the high school. For direc- 
tions as to what material to submit with application for accrediting, see 
high school bulletin No. 150, or its annual successor. 

ADVANCED ARITHMETIC. 

(One-half Unit.) 
(Elective for Fourth Year.) 

Select suitable material from one of the more advanced texts, apply- 
ing most of the time to the latter part of the book. The first part of 
the text may be well used for a hasty review and for reference on fun- 
damental processes and short methods. The test should be supple- 
mented by reference to the algebra, geometry, or trigonometry texts 
previously studied. Problems of an advanced nature that are of prac- 
tical value to the students should be selected from available sources. 
Local problems supplied by the students themselves will be found of 
particular value and interest. 

The course should include a practical application of all mathematics 
thus far studied, and should require as much thought and effort as 
courses in mathematics next preceding. Results of problems should be 
obtained in the most simple and direct way. Neatness and accuracy 
should be stressed, and useless formalities should be discouraged. 

In drilling for speed and accuracy time may be saved in either ad- 
vanced or commercial arithmetic by allowing about a third of each 
period to the use of calculation tables, three of which are listed below. 

The following texts are acceptable for advanced arithmetic : 

Wentworth-Smith, Higher Arithmetic, Ginn & Company. 

Van Tuyl's Complete Business Arithmetic, from page 155, American 
Book Company. 

Wells and Hart, New High School Arithmetic, from page 134, D. C. 
Heath. 

Sisk, Foundations of Higher Arithmetic, Silver-Burdett Company. 

Advanced arithmetic is strongly recommended as one of the electives 
for fourth year mathematics. 

For further discussion of advanced and commercial arithmetic, see 
Bulletins 116 and 84. 



—61— 

TRIGONOMETRY. 

(One-half Unit.) 
(Elective for Fourth Year High School.) 

1. Text: Any standard text — there is no State adopted text. 

2. Subject matter covered: 

(1) Definitions of the six functions and their relations. 

(2) Use of tables of natural functions. 

(3) Solution of the right triangle and practical applications. 

(4) Use of logarithms. 

(5) Proofs of formulas and identities. 

(6) Graphs of trigonometric functions. 

(7) Solution of oblique triangles and practical applications. 

3. Omissions : Proofs of complex trigonometric identities, plane sail- 

ing, impractical problems and very complex problems. 

4. Points of emphasis. 

(1) Value of trigonometry as a mathematical tool. 

(2) Uses of logarithms. 

(3) Practical problems. 

(4) Eelation with other mathematical subjects. 

(5) Actual measurements. Surveyors' instruments should be 

used if available; if not, a yard stick, protractor and card 
make satisfactory equipment for exercises in measure- 
ment of height of buildings, etc. 

SOLID GEOMETRY. 

(One-half Unit.) 
(Elective for Fourth Year of High School.) 

1. Text: Wentworth-Smith's Solid Geometry. 

2. Subject matter covered: Entire text. 

3. Select exercises. 

4. Points of emphasis: 

(1) Relation to plane geometry. 

(2) Correlation with algebraic methods. 

(3) Practical use of geometrical knowledge in solution of prob- 

lems of mensuration. 

(4) Space relations may be more easily grouped by the making 

of _ models of various geometrical solids. 

(5) Course should be organized around certain basal theorems. 



—62- 



SCIENCE. 

Superintendents and instructors are referred to Science Bulletin No. 
136 for a .more complete discussion of methods of instruction, descrip- 
tion of the courses and lists of laboratory supplies. 

The following sciences may be accredited: 

General Science 1 General Biology 1 

Physiography -J Botany 1 

Chemistry 1 Zoology 1 

Physics 1 Physiology £ or 1 

Vocational subjects, such as agriculture, plant production, animnl 
production, home nursing and home economics, are treated in sep- 
arate bulletins. 

Sequence of Science Coueses. 

Introductory Science. — It is strongly recommended that an intro- 
ductory course in science be included in the program of the eighth 
grade and that this course be required of all students. The course 
should serve to give all students a broad knowledge of the field of 
science and should be a fitting introduction for those intending to 
pursue the subject further. Under the rules of accrediting, this first 
year course may be (1) general science; (2) physiology and physiog- 
raphy, or (3) agriculture. Either general science or physiology and 
physiography are to be preferred as giving a broader knowledge of the 
subject. Under the present law, however, general science cannot be 
given to the exclusion of physiology and physiography. 

Second Year Science. — High schools in cities or large towns, giving 
a four-year course in science, are advised to give for the second year 
course either (1) general biology, or (2) one year of physiology, in- 
cluding home nursing or first aid. Physiology and physiography may 
also be given to follow general science, but care should be taken to 
avoid duplication and to make the courses sufficiently advanced for 
ninth grade students. Botany or zoology may, if preferred, be given. 

In rural schools, or schools situated in small towns forming the 
center of an agricultural community, vocational agriculture for boys 
and home economics for girls form ideal courses for second, or second 
and third year sciences. Animal and plant production may be alter- 
nated, each subject being given to both ninth and tenth grades, where 
classes are small. A year of general agriculture, if preferred, may 
form the second year science. 

Third Year Science. — For the regular four-year course in cities and 
towns, chemistry is recommended as the logical third year subject. In 
small schools where both physics and chemistry are given these sub- 
jects may be alternated and given to both tenth and eleventh grades. 

Fourth Year Science. — Physics is generally recommended as the best 
fourth year science. However, where vocational agriculture is taught 
in the ninth and tenth grades, chemistry may be better adapted to the 
needs of the students. 

Rules in Accrediting. — In order to secure accrediting in any science, 
the following rules of position and sequence of courses should be 
observed : 



—63— 

1. General science may not follow any other science and may not 
be given above the ninth grade. 

2. Where general science and physiography are open to the same 
student the general science course shall precede the physiography course 
and may only touch generally upon topics relating to physiography. 
A general science text must be chosen that contains a minimum of 
such topics, and the course in physiography must include a more in- 
tensive study of the subject than is given in the regular adopted text. 

3. The same rule (No. 2) holds true with reference to general 
science and physiology. 

4. General biology should not be taught above the tenth grade. 

5. Physics and chemistry may not be taught below the tenth grade. 

6. No student should be permitted to take either physics or chem- 
istry without having completed at least one year of some elementary 
science. 

7. If a whole year is given to the study of physiology, the course 
must be full and detailed and given with thorough equipment for in- 
dividual work in the laboratory. 

Equipment. 

Laboratories. — Laboratories are described in connection with the dif- 
ferent sciences to which they apply. In general, there are four types — 
physical, chemical, biological and elementary science. In small schools, 
however, physics and biology laboratories may readily be combined. An 
elementary science is best taught by using both chemical and physical 
laboratories instead of a separate laboratory. In locating science rooms, 
care should be taken to secure proper lighting. Biology rooms, espe- 
cially, should be on the north side of buildings, because of microscopic 
work. 

Laboratories should have sinks and running water, cabinets and 
work tables. Each piece of equipment should have a definite place, 
and, when not in use, should be kept in that place. 

GENEKAL SCIENCE. 

(One Unit.) 

Place in the Curriculum. — In the eighth and ninth grades only, and 
not to follow any other accredited science. 

Text. — Any approved text. See list in Science Bulletin. 

Manual. — Any approved manual. See list in Science Bulletin. 

Equipment. — A separate room, equipped with tables and apparatus 
as listed in the Science Bulletin, or the use of chemical and physical 
laboratories. 

Experiments. — Sufficient experimental work to consume two double 
laboratory periods and to illustrate thoroughly the course which should 
be given. A large number of experiments will necessarily be given by 
the instructor with the assistance of the students, but some individual 
or group work should be included. Where the program will permit, 
five one-hour periods per week for the recitation and laboratory com- 
bined will be found more satisfactory. About sixty experiments will 
prove a proper number for the course. 

Field Trips. — The instructor should make a careful study of the in- 



—64— 

dustries of the town and by means of carefully planned group investi- 
gations relate scientific principles to industrial applications. See 
Science Bulletin. 

Notebooks. — A separate, preferably loose-leaf, notebook. The notes 
should consist of a brief, but complete description of the experiment 
performed written in the student's own words. The mere filling in 
of blank spaces or the answering of questions is not approved. 

Outline of Course. — Owing to the radical difference in content and 
sequence of topics of the large number of general sciences used in this 
State, no specific outline may be made. A topic method is suggested 
and sample topics are given in the bulletin on science, No. 136. 

PHYSIOGRAPHY. 

(One-half Unit.) 

Place in the Curriculum. — Any grade of the high school, provided 
the content and method is adapted to the age of the students. 

Text. — New Physical Geography, E. S. Tarr. Macmillan Co., pub- 
lishers. 

Manual. — Any approved manual. 

Equipment. — A separate room, equipped with tables and apparatus 
as listed in the Science Bulletin is recommended. 

Experiments. — Sufficient experimental work to illustrate thoroughly 
the course and to consume two double laboratory periods per week. 
Thirty will usually be found to be a proper number. 

Field Trips. — Field trips, at appropriate times, are essential to a 
thorough understanding of the work. 

Notebooks. — A separate, preferably loose-leaf, notebook. The notes 
should consist of a brief, but complete, description of the experiment 
performed, written in the student's own words. The mere filling in of 
blank spaces or answering of questions is not approved. 

Outline of Course. — The following outline does not conform to the 
order given in the text. Instructors should feel free to develop their 
own plan in preparing their course. The pages refer to the text. 

Planetary Relations and Movements of the Earth. 
(One week, pages 1-12.) 

A brief review and summary of the facts previously learned by stu- 
dents in geography showing the effects of earth movements on day and 
night and the changes of the season, should be given. 

This may be illustrated by a diagrammatic representation of earth and 
moon movements, by globe exercises and by daylight graphs. 

The Atmosphere. 
(Four weeks, pages 228-297.) 

Such topics as Composition of the Atmosphere, Temperature, Mois- 
ture, and Pressure should be thoroughly developed and then properly 
related to weather changes. Characteristic weather movements and 
changes, especially in the United States and Texas, and their effect in 
determining climate should be shown. 

Experiments with oxygen and carbon dioxide will illustrate air com- 
position. Atmospheric pressure (vacuum pump experiments), a study 



—65— 

of the barometer, convection, conduction, the thermometer, and relative 
humidity should be worked out in the laboratory. Individual work 
with weather maps showing isotherms, isobars, and distribution of tem- 
perature and rainfall -will complete the topic of Atmosphere. 

Rocks and Mineeals. 
(One week, pages 15-22, 31-48, and 406-414.) 

A study of the material composing the crust of the earth should in- 
clude the identification of the common forms of rocks and minerals, 
some field work and something of metallurgy. 

Experiments will consist of the usual tests of rock and mineral speci- 
mens and the study of appropriate formations where available. The 
reduction of iron ore with charcoal and blowpipe will illustrate some- 
thing of metallurgy. 

Forces Involved in Land Surface Changes. 
(Three weeks, pages 50-71, 137-170, 112-136.) 

This topic will largely consist of the work of running water, chem- 
ical and mechanical, and a study of rivers at different stages. The 
study of glaciers is relatively unimportant in this section, but should 
be included in a general way. Weathering and wind erosion should re- 
ceive brief attention. The study of internal forces, volcanoes, earth- 
quakes, etc., will complete the topic. 

After introductory experiments illustrating solution and suspension, 
the topic should be largely developed by means of topographic sheets 
and field trips. As many Texas sheets as possible should be used. 

Major Land Forms. 

(Two weeks, pages 72-111, 160-173.) 

The study of plains, plateaus, and mountains should be worked out 
by means of topographic sheets and field trips. 

The Ocean. 
(Two weeks, pages 173-227.) 

The influence of the ocean and ocean currents on temperature and 
climate and a study of ocean currents comprise this topic. Economic 
influences should be stressed. 

Experiments with composition and density of sea water may be given 
and icebergs illustrated. Map work will consist of indicating ocean 
currents. 

Physiography of the United States and Texas. 

(Two weeks, pages 298-335, and Texas Supplement.) 

The student should become familiar, by means of map drawing and 
modeling with the principal physiographic features of the United States 
and Texas. Some geological conditions should also be shown. 

Distribution of Life. 
(Two weeks, pages 336-395.) 
The text should be studied. 



—66— 



Eeview and Examination. 
(One week, Text and Manuals.) 

PHYSIOLOGY. 

(One-half or One Unit.) 

Place in the Curriculum. — The course may be taught in any year of 
the high school. 

Types of Course. — The content of the course will depend upon its 
place in the curriculum and the time allotted to it. A distinction should 
be made according to whether the course is (1) a one-half year of an 
introductory science course, (2) a half year of a secondary science 
course, or, (3) a whole year of physiology. The first type is simpler, 
containing more experiments of a general nature and requiring the 
apparatus described as adapted to an introductory science course. The 
second type should be more closely confined to physiological processes 
and laboratory work should be more elaborate and detailed and include 
individual work in dissecting. Such a course is outlined in the follow- 
ing pages. The third type is an elaboration of the second. 

Text. — Advanced Physiology and Hygiene by Conn & Budington. 
Silver, Burdett & Co., Publishers. 

Manual. — Any good manual is acceptable. Some experiments are 
found in the back of the text. Hartman's Manual is suggested. 

Laboratory and Equipment. — For the introductory course, access to 
the chemical laboratory will be needed as well as to tables where students 
may perform their drawing operations. Physiology charts and general 
laboratory equipment are required. 

For the advanced course or the full year course, the regular biological 
equipment, including tables, compound microscopes, complete models 
and dissecting sets and magnifying glasses is required. 

Accrediting. — The Department will accredit a school with a one- 
half unit in physiology and hygiene, given either as a first year science 
course, or, if taught as outlined and suggested herein, as an advanced 
science course preceded by general science. A full unit will be given 
in physiology, provided (a) the course includes home nursing as out- 
lined by the Division of Vocational Home Economics (Bulletin 138), 
or, (b) is thorough and comprehensive enough to justify one year's 
time being devoted to it. The full year course may include first aid, but 
this subject should not consume a half year alone and is better taught 
in connection with the regular course. Personal hygiene and com- 
munity hygiene, while valuable and properly included at the appro- 
priate places in such a course, will not be accredited in themselves and 
cannot be taught as a separate half year of the course. Home nursing 
may be taught and accredited independently. 

LlTERATUEE LlST. 

Below is given a list of the most useful reference works. The list 
has purposely been made brief in order that each and every school giving 
the course may possess one or more copies of the works. None of the 






—67— 

books should be omitted from the library. References are made through- 
out the syllabus to these works and to these only; and it is hoped that 
this may be of some assistance to the busy high school teacher of science. 
The course is based on the State adopted text (No. 1 below) in the 
hands of the pupil. It is recommended that the school purchase a 
number of copies of Broadhurst's Home and Community Hygiene for 
much collateral reading by the pupils. Figures in parenthesis in the 
syllabus refer to the volume of the literature list: 

(1) Conn and Budington's Advanced Physiology and Hygiene, 
Silver, Burdett & Company. This is the State adopted text for high 
school use. 

(2) Hartman's Laboratory Manual for Human Physiology, "World 
Book Company. The teacher will find this book useful in planning 
the experiments. The directions are given in greater detail than in 
other works, a feature which the high school teacher of science, always 
crowded for time, will appreciate. 

(3) Martin's Human Body, Advanced Course, Henry Holt & Com- 
pany, 1917. This and the following are two elementary college texts 
of physiology (not sanitation) well adapted for reference by the teacher 
and for certain details by the pupils as well. 

(4) Stiles' Human Physiology, W. B. Saunders Company, 1919. 

(5) Hough and Sedgwick's Human Mechanism, Ginn & Company. 
This rather old work has a useful section on the bacteria in addition 
to a clear presentation of the principles of physiology and hygiene. 

(6) Broadhurst's Home and Community Hygiene, J. B. Lippincott 
Company. This book covers the subject of public sanitation quite 
adequately. 

(7) Pyle's Personal Hygiene, W. B. Saunders Company. This treat- 
ise is exactly what it purports to be; it is written by a number of 
specialists, especially detailed on the care of vision and hearing. 

(8) Conn's Bacteria, Yeasts and Molds in the Home, Ginn & Com- 
pany. This small volume is a clear and simple description of the 
common fungi, including bacteria, both useful and harmful. The lab- 
oratory directions will prove of help to the teacher introducing some 
bacteriology for the first time. 

(9) Jordan's General Bacteriology, W. B. Saunders Company. This 
comprehensive work on bacteriology will prove of service to the teacher 
in looking up doubtful points where necessary; but no references are 
given in the syllabus below. 

(10) Doone's Insects and Disease, Henry Holt & Company. This 
book presents the essential facts clearly and forcefully and will prove 
interesting reading. 

Couese or Study. 

The following course of study was prepared by Dr. Carl Hartman, 
Associate Professor of Zoology, University of Texas. By the courtesy 
of the Division of Home Economics it is reprinted from Bulletin 115. 
It is suggested that the minimum number of lessons outlined be used 
in the half year course: and the maximum number, with such supple- 
mentary work as is necessary for a well rounded course, for the full year. 



—68- 





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—75— 

GENERAL BIOLOGY. 

(One Unit.) 

Place in the Curriculum. — Eighth, ninth or tenth grade, but prefer- 
ably in the ninth grade. 

Text. — Any approved text, adapted to the year of high school taught. 

Manual. — Any approved manual. 

Equipment. — A laboratory with a table for every two students (every 
four if tables are of double size) ; a compound microscope for every 
four students (for every two if possible) ; dissecting outfit for each stu- 
dent; well locked cabinets; running water; plenty of light. 

Experiments. — A sufficient number to illustrate the course well and 
to utilize double laboratory periods twice a week. If all periods are one 
hour, double periods are not required. 

Field Trips. — Field trips are essential to the proper study of the 
subject. 

Outline of Course. — The following outline, prepared by Gaston Por- 
ter,* formerly of this Department, is arranged for the type of course 
where botany and zoology are separated. A blended type of course is 
likewise accredited. 

Part One. 
I. The meaning of biology. 

1. The various fields of learning. 

2. The natural sciences. 

3. The relation of biology to the other natural sciences. 
II. Some reasons for the study of biology. 

State the general purpose of the course, and endeavor 
to make the pupil see the good that he will derive 
from a working knowledge of the science. 

1. Eelation to human life. 

2. Relation of plants and animals. 

3. Conservation of natural resources. 

4. Relation to society. 

III. The environment of living things. 

1. The constitution of environment. 

2. Adaptation of plants and animals to environment.. 

3. Improvement of environment. 

IV. The functions and composition of living things. 

1. Organic nature of plants and animals. 

2. Division of labor in organisms. 

3. Study of the cell. 

a. A typical cell — its parts and functions. 

b. The history of the cell. 

(a) Robert Hooke. 

Introduction of the word "cell." 

(b) The cell theory of Schleiden and 

Schwann. 

•Deceased. 



—76— 

(c) Sarcode and protoplasm. 

Review the work of Dujardin, Von 
Mohl, Cohn, and Schultze. 

c. Production of new cells. 

(a) Fission. 

(b) Mitosis. 

d. Protoplasm and its properties (Summary). 

Part Two. 

V. Mowers and their work. 

1. Study nature and books. 

2. The parts of flowers and their functions. 

3. Agencies of pollination. 

4. Require the student to make collections of flowers and 

to study them in their native habitat. 

5. Have each student to collect, classify, press, and 

mount at least five flowers. 

6. Do considerable field work — all that the time will 

allow. 

7. Stress cross-pollination and hybridization. Have the 

students to report on the work of Burbank and 
others. 
VI. Fruits and their uses. 

1. Review pollination and show how it results ultimately 

in the formation of fruits and seeds. Explain 
fertilization and the formation of the embryo and 
seed, but it should be remembered that the ninth 
grade high school pupil is unable to appreciate the 
finer scientific details, which, therefore, should be 
omitted. 

2. Give a comprehensive outline of the different types 

of fruits. 
VII. Seeds and seedlings. 

1. Make clear that the seed is the link that connects two 

generations. Show its relation to the plant that 
produced it and also to the plant that it will pro- 
duce. 

2. Morphology of seeds. 

a. Bean — exalbuminous and dicotyledonous. 

b. Corn — albuminous and monocotyledonous. 

c. Pumpkin — albuminous and dicotyledonous. 

3. Reserve foods in seeds. 

4. Germination of seetls and the necessary factors. 

5. The uses of seeds. 

6. Selective planting — seed testing, etc. 
VIII. Roots and their work. 

1. Factors influencing direction of growth. 

2. Root systems and adaptations. 

3. Structure. 

4. How roots absorb soil water — osmosis. 

5. Relation to nitrogen fixation. 






—77— 

IX. Stems and their work. 

1. Buds. 

2. Lenticels. 

3. Internal structure. 

4. Budding and grafting. 

5. Modified stems. 
X. Leaves and their work. 

Omit until later the work that has to do with 
nutrition, for this will be considered in a later 
division. 

1. Forms and gross structure. 

2. Eelations to light. 

3. Means of protection. 

4. . Leaf modifications. 

5. Importance to man. 
XL Transpiration. 

1. Stem and leaf structure concerned with transpiration. 

2. Importance. 
XII. Nutrition of plants. 

1. Photosynthesis (see Ganong, "The Living Plant"). 

2. Proteid synthesis. 

3. Digestion. 

Action of enzymes. 

4. Respiration. 

a. Function. 

b. Comparison with photosynthesis. 

5. Waste and elimination. 

XIII. Economic importance of green plants. 

1. Plants and plant products useful as food, clothing or 

shelter. 

2. Other plant products. 

a. Alkaloids. 

b. Glucosides. 

c. Plant acids. 

XIV. Importance to man of plants without chlorophyll. 

1. Parasitic and saprophytic fungi. 

2. Yeasts and fermentation. 

3. Bacteria. 

a. Forms, structure, size, locomotion, growth, re- 

production. 

b. Disease production. 

c. Hygiene and sanitation. 

d. Care and cleanliness in the home. 
XV. Forests. 

1. The parts of a tree. 

2. Economic value of trees. 

3. Use of forests. 

4. Forest regions in the United States. 

5. Conservation of our forests. 



—78— 

XVI. The various forms of plants and how they reproduce them 
selves. 

1. Algae. 

a. Blue-green and green. 

Make an extensive field study of algae as 
class. Study in the laboratory several of 
the commoner forms, as nostoc, spirogyra, 
vaucheria, ulothrix, cladophora, etc. 

2. Fungi. 

Supplement XIV by a further study of molds, mil- 
dews, smuts, rusts, mushrooms, if it seems 
advisable. 

3. Lichens and symbiosis. 

4. Liverworts and mosses. 

Stress alternation of generations. 

5. Ferns and their allies. 

6. Seed-plants and their relation to the lower plants. 
XVII. How plants are modified by their surroundings. 

1. Xerophytes. 

2. Hydrophytes. 

3. Mescphytes. 

4. Holophytes. 

Part Three. 

XVIII. An outline classification of the animal kingdom. 
XIX. Interrelations of animals and plants. 

1. The balanced aquarium. 

2. The hay infusion. 

3. The nitrogen cycle. 
XX. Protozoa. 

Stress economic importance, as chalk formation, disease 
production. 
XXI. Sponges. 

Commercial uses. 
XXII. Coelenterates and echinoderms. 
One day general study. 

XXIII. Annulates. 

Agricultural importance. 

XXIV. Parasitic worms. 

1. Trematodes. 

a. Liver-fluke. 

2. Cestodes. 

a. Tapeworm. 

3. Nematodes. 

a. Ascaris. 

b. Trichina. 

c. Guinea-worm. 

d. Hook-worm. 

e. Hair-worm. 



: 



'9— 



XXV. Crustaceans. 

1. Study gross structure, habits and adaptations of 
crayfish. 
XXVI. Insects. 

1. General characteristics. 

2. Adaptations. 

a. Locomotion. 

b. Protective coloration and mimicry. 

c. Habits. 

3. Life history. 

a. Incomplete metamorphosis. 

b. Complete metamorphosis. 

4. Uses and harms. 
XXVII. Myriapods. 

1. Study briefly the millipeds and centipedes. 

XXVIII. Arachnids. 

1. Spiders and scorpions and their habits of protection. 

2. Parasitic forms, as mites and ticks. 
XXIX. Mollusks. 

1. Clam — general study. 

2. Oysters and the oyster industry. 

XXX. Fishes. 

External morphology and aquatic adaptation. 
XXXI. Amphibians. 

1. Life history of the frog and adaptation for double- 
life. 
XXXII. Reptiles. 

External morphology and general study of habits and 
adaptations. 
XXXIII. Birds. 
1. 
2. 
3. 
4. 
5. 
6. 



General structure and adaptations to flight. 

Grain-eating birds — useless. 

Insect-eating birds — useful. 

Birds of prey. 

Identification of the commoner local birds. 

Birds of commercial value. 



XXXIV. Mammals. 



XXXV. 



1. Edentates. 

2. Rodents. 

3. Cetaceans. 

4. Ungulates. 

5. Carnivorates. 

6. Primates. 

a. Man in his relation to other animals. 
Heredity and variation. 

1. Evolution. 

2. Heredity. 

Laws of heredity — Gal ton, Mendel. 

3. Animal and plant breeding and the improvement of 

existing varieties. 

4. Eugenics. 



— SO— 

XXXVI. The human machine and its needs. 

1. Foods and dietaries. 

2. Digestion and assimilation. 

3. Blood and its circulation. 

4. Bespiration and excretion. 

5. Nervous system and body control. 

6. Health and disease. 

7. Man's improvement of his environment. 

a. Home environment. 

b. City environment. 

XXXVII. Some great names in biology — history of biology. 

1. William Harvey. 

2. Leeuwenhoek. 

3. Edward Jenner. 

4. George Cuvier. 

5. Jean Lamarck. 

6. Schleiden and Schwann. 

7. Max Schultze. 

8. Charles Darwin. 

9. Thomas Huxley. 

10. Louis Pasteur. 

11. Bobert Koch. 

12. Sir Joseph Lister. 

13. Elias Metchnikoff. 

14. Gregor Mendel. 

15. Hugo de Vries. 

BOTANY. 
(One Unit.) 

Place in the Curriculum. — Ninth, tenth and eleventh grades. 

Statement. — The same statement made with reference to biology will 
apply to botany. The instructor is referred to the Science Bulletin for 
an outline of a course. 

ZOOLOGY. 

(One Unit.) 

Place in the Curriculum. — Ninth, tenth and eleventh grades. 

Statement. — The same general statements made with reference to 
biology will apply to zoology. The instructor is referred to the Science 
Bulletin for an outline of a course. 



CHEMISTBY. 
(One Unit.) 
-First Principles of Chemistry, Brownlee and others. 



-Laboratory Exercises, Brownlee and others. Allyn & 



Text. — First Principles of Chemistry, Brownlee and others. Allyn 
and Bacon. 

Manual. 
Bacon. 

Equipment. — The usual type of chemical desk (home-made permitted!) 
equipped with running water, reagent rack and lockers sufficient for 
students to work in groups of not more than iwo. General apparatus 



— SI — 

and reagents and individual apparatus for each locker should conform 
to the requirements of Bulletin 136, page 83. 

Place in the Curriculum. — Tenth and eleventh grades only. 

Experiments. — A minimum of forty-five experiments is required. 
Fifty-four embracing those under Group A of the manual supplemented 
by most of those under Group B and some under Group C are advised. 
Four of these should be of a nature requiring exact measuring or weigh- 
ing. Except in rare instances these should be performed by students 
working singly or in groups of two. 

Field Trips. — Visits should be made and papers written on local in- 
dustries. 

Notebooks. — Same as physics. 

As far as possible, experimental work and text book should be cor- 
related, the course being based largely upon the laboratory work. The 
first half year will be largely devoted to a study of the basic principles 
of chemistry and the pace of the class will necessarily be slower than in 
the last half. It will generally be found possible to include the first 
seventeen chapters of the text and most of the first twenty-eight experi- 
ments. If desired, however, Chapters 17 and 18 may be left for a later 
consideration and some of the more difficult experiments delayed. The 
latter half of the course will relate more closely to industrial applica- 
tions of chemical principles and to descriptive chemistry. Greater lati- 
tude may be allowed in the order of the work, but the study of the text 
should supplement the laboratory work as it is performed. 

A definite alloting of time for different phases of the work is ex- 
tremely difficult so the accompanying outline should not be too closely 
adhered to. The covering of much subject matter should always be 
subordinate to a thorough understanding of the principles involved. It 
is not deemed necessary to complete the entire text. 

CHEMISTEY OUTLINE. 

Oxidation Oxygen. 
(Three weeks, pages 1-32.) 

This forms an introduction to chemistry and chemical change by 
the historical method of studying oxidation. Laboratory manipulation 
and computation are given by means of quantitative experiment on vol- 
ume of oxygen in air. 

Experiments 1, 2, 3, 4, 5, 6 and 7 should all be included, 2 and 3, 
6 and 7, being given the same day and 5 begun with 4 and finished 
next time. 

Watee. 

(Three weeks, pages 33-63.) 

Chemical change is further illustrated by the analysis and synthesis 
of water. The distinction between chemical combination and other 
combinations such as solution and water of crystallization should be 
made by a series of experiments. 

Experiments 8, 9, 10, 11, 12, 14 and 15 will about consume the 
three weeks. 



—82— 

Atomic Hypothesis. 
(One week, pages 64-70.) 

The law of definite proportions as illustrated by Experiment 8 should 
be recalled and a careful study made of Chapter VII. 

Experiment 16 (or 17), although difficult, illustrates this topic and 
should be included. 

Avogadro's Hypothesis. 

(Two weeks, pages 71-94.) 

The volume relation of combining gases is well illustrated in the case 
of hydrogen chloride, as well as in the case of water. A study of chlorine 
followed by a study of hydrogen chloride properly introduces the student 
to a contemplation of this uniformity. 

Experiments 18, 19 and 20 familiarizes the student with the prop- 
erties of the elements and compounds studied and gives some industrial 
applications of chemistry. Experiment 21 may also be included. 

The Chemical Equation. 
(Two weeks or more, pages 95-134.) 

In studying the equation, a review of previous reactions should be 
given and the equations carefully worked out. Chapters XI and XII 
are introductory to this study and Chapter XIV gives the application. 
Much time should be spent on problems. 

No laboratory work, except to complete unfinished assignments, should 
be attempted, the time being devoted to problems and text. 

Neutralization . 

(Two weeks, pages 135-142.) 

A study of sodium and potassium very properly introduces and ac- 
companies experiments illustrating neutralization. 

Experiments 22, 23, 24 and possibly 25 will consume about two weeks. 

Explanation and Types of Chemical Action. 
(Three weeks, pages 143-170.) 

This topic may be studied now, or later, some other work being sub- 
stituted at this time. If the apparatus will permit demonstrations of 
effects of dilution on ionization, etc., this should be included. Great 
care should be used in explanations of the material in the text. 

Experiments 26, 27 and 28 accompany this topic. 

Review and Examination. 

(Two weeks, pages 1-170.) 

Second Term. 

Sodium and Potassium. 

(One week, pages 171-188.) 

Stress the commercial preparation of hydroxides and the occurrence 
and preparation of salt of sodium carbonate (Solvay Process). 



—83— 

Experiments 31 and 32 relate to this topic. No. 33 is also valuable 
at this point. 

SULPHUK AND ITS COMPOUNDS. 

(Two weeks, pages 189-220.) 

Special attention should be given to the Frasch process of extracting 
sulphur, to the allotropic forms of sulphur, sulphur dioxide and sul- 
phuric acid. The manufacture of sulphuric acid should be thoroughly 
understood. 

Experiments 34, 36, 37, 38 and 39 are all important. 

NlTROGEN AND COMPOUNDS. 

(Two weeks, pages 221-267.) 

After a brief study of nitrogen itself, much time should be devoted 
to ammonia, its preparation and industrial uses especially in refrigera- 
tion. The oxides of nitrogen should be included. 

Experiments 41, 42, 43 and 44 and a trip to a refrigerating or ice 
plant. 

The Halogens. 

(One week, pages 268-287.) 

A week should be given to a study of the different halogens, with 
special reference to group properties. 
Experiments 46, 47 and 48. 

Carbon and Its Compounds. 
(Two weeks, pages 288-318.) 

The allotropic forms and commercial uses of carbon should be care- 
fully studied. Occurrence and properties of carbon dioxide and of com- 
mercial gases should be given. 

Experiments 49, 50, 51, 53 and 55 and a trip to a gas plant. 

No order is prescribed for the remaining eight weeks of actual work. 
It is probably best not to attempt to include all the material given in 
the text, but such topics as the following should be given at appropriate 
times. 

The student should be given a thorough explanation and experiments 
on oxidation and reduction. Experiments 66, 67 and 68. 

The reduction of iron ore and the manufacture of steel should be 
stressed and trips made to an iron foundry and such other iron indus- 
tries as may be available. 

Such topics as photography and dyeing may be profitably studied. 

A brief study of analytical methods will give the students a glimpse 
of an important phase of chemistry. 

The general principles of organic chemistry as included in the text 
should be given. 

If the instructor is qualified and has the information available and 
well organized, a lecture or two might be given on some of the latest 
chemical theories, i. e., the electron theory and radio-active compounds. 



— cS4 — 

PHYSICS. 

Place in the Curriculum. — Tenth or eleventh grades. 

Text. — First Principles of Physics, by Carhart & Chute. Allyn 
& Bacon, publishers. 

Laboratory Manual. — Any standard manual. See Science Bulletin. 

Equipment. — A separate room, unless class is exceedingly small, with 
a ta^le for every four, preferably every two, students, locked cabinets 
and, if possible, running water. General equipment and one set of in- 
dividual or group equipment for every four, preferably every two, stu- 
dents as listed in Science Bulletin. 

Experiments. — A minimum of thirty-six experiments, thirty-two of 
which shall be of a nature involving exact measurements and computa- 
tions, is required for accrediting. The thirty-two shall be distributed 
as follows: ten relating to mechanics, five to heat, ten to electricity, one 
to sound and six to light. These shall, except in cases requiring very 
expensive apparatus, be worked by students in groups of not over four. 

Field Trips. — At least two field trips, properly written up by the stu- 
dent in the notebook, shall be made each year. These should consist of 
visits to industries at appropriate times in the course. 

Notebooks. — The notebook should be separate from the manual, pref- 
erably of a loose-leaf type. It shall include a description of student 
experiments and trips or other form of original investigation. These 
should be carefully prepared and written wholly in the student's own 
words. Drawings should be exact, but diagrammatic, and conclusions 
should be clear cut and full. Simple experiments or mere demonstra- 
tions or illustrations should not be included in the notebook. 

Course of Study. — The course of study shall be based upon laboratory 
work principally, the text and problems being generally used to explain 
or to generalize the knowledge gained from experiments. The follow- 
ing outline is suggested as giving different phases of the subject their 
due proportion. The pages refer to the text. 

Measurements. 

(One week, pages 1-15.) 

Experiments on linear measurements and on volume will serve to 
familiarize the student with the standards and increase his efficiency in 
manipulation of apparatus. 

Pressure in Liquids. 

(Two weeks, pages 31-49.) 

An experiment on the relation of pressure and depth should be given. 
Archimedes principle should be proved by a series of experiments and 
its practical application illustrated by a study of specific gravity of 
solids and liquids. 

Pressure in Gases. 

(One week, pages 49-70.) 

The density of air may be determined by an experiment (or the pres- 
sure of gas in its place). A careful experiment by the class with Boyle's 
law apparatus should be included. 






—85— 

Molecular Physics. 

(One week, pages 16-30.) 

Demonstrations on effusion, crystallization, surface tension and cap- 
illarity will best illustrate this topic. An experiment on Hook's law 
should be included. 

Foece and Motion. 

(Four weeks, pages 71-116.) 

The four experiments, — resultant of parallel forces, principle of mo- 
ments, parallelogram of forces and the pendulum will consume four 
double laboratory periods. The remaining four may be devoted to the 
solution of problems. 

Mechanical Work. 

(Two weeks, pages 117-142.) 

Two distinct experiments should be performed with the inclined 
plane, one proving the law of the inclined plane and showing the me- 
chanical advantage, the other to compute the efficiency of the inclined 
plane. Experiments or demonstrations with pulleys and the wheel axle 
should be included. 

Eeview and Quiz. 

(One week, pages 1-142.) 

A thorough review and quiz on mechanics should be given when this 
subject is completed and before the Christmas holidays. 

Heat and Expansion. 

(One and one-half weeks, pages 242-257.) 

Experiments with thermometer scales, the linear coefficient of ex- 
pansion and the coefficient of expansion' of gases are indicated. 

Measurement of Heat. 

(One-half week, pages 257-259.) 

Several days should be spent in determining the specific heat of a 
metal and explaining the calorie as a measurement of heat. 

Heat and Change of State. 

(One week, pages 260-267.) 

Experiments on the heat of fusion and the heat of vaporization should 
De carefully supervised and student's computations carefully corrected. 
A visit to an ice plant will be appropriate here. 

Heat and "Work. 

(One week, pages 267-280.) 

A study of steam and gas engine models should be made and, if pos- 
sible, the engines themselves studied. 

Eeview and Term Examination. 
(Two weeks, pages 1-142 and 242-280.) 



—86— 

Magnetism. 
(One week, pages 281-292.) 

The usual demonstrations with magnets and the magnetic needle 
should be given and careful drawings or blue prints made by students 
of the magnetic field. 

Electkostatics. 
(One week, pages 293-315.) 

The laboratory work will consist almost wholly of demonstrations, 
unless there are enough electroscopes for students to make an electro- 
static series. Demonstrations with a static machine and condensers are 
in order. 

The Electric Current and Chemical Change. 

(One and one-half weeks, pages 316-332.) 

Student experiments with the voltaic cell, E. M. F. in the cell, and 
student projects in making types of cell should be included. A demon- 
stration with a Hoffman apparatus showing electrolysis should be given. 

Electrical ^Resistance. 
(One week, pages 332-339.) 
An experiment or two should be performed with the resistance board 
and, if available, a Wheatstone bridge. The lighting effect and the 
electricity consumed by the incandescent lamp may be studied. 

Electro-magnetic Induction. 
(Three and one-half weeks, pages 354-390, 281-292, 340-349.) 
A review of magnetism and the magnetic field should be made and 
then followed by experiments with the magnetic effect of a current, 
electro-magnets, induced currents, the induction coil and finally the 
dynamo and the motor. This phase of the work should be carefully 
planned. 

Nature and Propagation of Sound. 

(Two weeks, pages 143-157.) 

At least two experiments, one to determine the velocity of sound 
and one to determine the length of a resonant air column should be 
given. 

Musical Sounds. 

(One week, pages 157-178.) 

The law of vibrating strings and a demonstration on pitch may be 
given, together with a theoretical study of the musical scale. 

Nature and Propagation of Light. 

(One week, pages 178-187.) 

Two experiments in photometry may be included to determine the 
candle .power of a light and to show the relation of intensity and dis- 
tance. 



—87— 

Lenses and the Formation of Images. 

(Three weeks, pages 187-226.) 

The following topics should be covered by experiments: Law of Re- 
flection, Index of Refraction, Critical Angle, Focal Length of Lenses, 
Magnifying Power of Lenses, Telescopes and Microscopes. 

Color and Invisible Radiations. 

(One week, pages 226-238, 390-393.) 

Demonstrations with prism and color disk, oscillatory discharges of a 
Leyden jar and wireless projects will complete this topic. 

Review and Final Examination. 
(Two weeks, pages 142-242, 280.) 

LATIN. 

First Year. 

Text: Smith's Latin Lessons (complete). If time will permit, a 
little supplementary reading in an easy reader like Nutting's First Latin 
Reader will be interesting and helpful. 

Mastery of inflections, mastery of the essential principles of syntax, 
mastery of vocabulary are features to be emphasized. The ability to 
read Latin understanding^ and readily as well as a better command of 
the English language will be the result if these three features are prop- 
erly emphasized during the work of the first year. 

Careful attention should also be given to pronunciation. The quan- 
tity of vowels, division into syllables, and accent should be stressed in 
oral and written exercises. Phrasal reading of sentences should be 
practiced, but the student should be required to translate a sentence as 
a whole before he leaves it. 

1. Inflections. 

The forms and uses of the cases of nouns and pronouns and the con- 
jugation of verbs can be more readily understood and learned by the 
use of the direct method. Sentences of the following type suggest acts 
which may be performed in the class to show the use of the various cases 
in Latin: 

Magister rosam, sellam, tabellam, picturam portat. 

Magister puellae rosam dat. 

In sella est rosa. 

After the act has been performed and the sentence given, the case 
endings can be stressed by having the pupils answer questions such as 
these : 

Quis rosam portat? 

Quid magister portat? 

Cui puella rosam dat? 

Ubi est rosa? 

Cuius est rosa? 

After the first declension has been learned by this method and much 



practice has been given in translating easy sentences at hearing, the 
sentences in the text bcok can be easily read. 

The second declension is readily learned in the same manner by 
using puer, liber, discipulus, etc. Other forms are presented in the 
same concrete way. 

Accuracy and speed should then be insured by frequent time-limited 
tests on declensions and conjugations. Books of blanks for inflections 
are very convenient for these tests. 

2. Syntax. 

The principles of syntax given in the first year book should be mem- 
orized and applied in oral and written exercises. A sentence showing 
the principle should be memorized for each point of syntax given. 

Drill in construction should always include the context of the word 
in question. If the words underlined in the following sentences are 
to be studied with reference to their construction, the tabular form 
which follows will be helpful : 

Legatus legioni praeerat. 

Caesar dixit milites fortiter pugnaturos esse. 

Case Number or 



Word 


Context 


Mode 


Tense 


Rule of Syntax 


legioni : 


praeerat : 


dative, 


singular : 


special compound 
verb : 


pugnaturos : 


dixit milites. . 


: fut. act. 


infinitive : 


Prin. verb in 
indirect statement. 



3. Vocabulary. 

Emphasis in the first two years of study lies in the direction of the 
enlargement of the pupil's ability to understand what words say and 
what words mean in English. From this point of view attention to the 
derivation of English words from Latin as reflected in stems of frequent 
occurrence and in various compounds is very important. 

a. Prefixes. 

The force of the common prefixes a (ah, abs), ad, ante, con, de, ex (e)? 
in (both prepositional and negative uses), inter, per, prae, pro, re, sub, 
trans, can be shown by frequent written and oral drills in forming new 
Latin verbs from simple roots and in forming English derivatives. 
For example : 

ab (away) -f- ducere (to lead) = to lead away, abduct, 
ad (to), -(-ducere (to lead )= to lead to, adduce, 
in (into) -(-ducere (to lead)= to lead into, induce, 
pro (forth) -j- ducere (to lead) = to lead forth, produce. 

b. Suffixes. 

Attention should be called to the use of tor (age'nt) as explorator 
(explorare) and to the use of the suffixes tas, tus, ia, in forming nouns 
from nouns and nouns from adjectives. 

For example : 

virtus (vir) ; civitas (civis) ; amicitia (amicus). 

c. Derivation. 

The Latin words can be more easily memorized and the relationship 



—89— 



to English more thoroughly established by requiring vocabulary reviews 
to be written in tabular form emphasizing the following points: 

Meaning Derivative 
valor ; virtue 

sea ; marine, etc. 
.Derivative 

Meaning Present Stem Past Stem 



Noun Genitive 
virtus ; virtutis ; 
mare ; maris ; 



Gender 

feminine 

neuter ; 



Verb Principal Parts 

mitto ; mittere, misi, missus ; 
video ; videre, vidi, visus ; 



send; 
see: 



provide, 



mission 
vision, etc. 



A separate notebook should be kept for the purpose of word study 
and derivatives. 

4. Prose Composition. 

The exercises for translation of English into Latin as found in the 
text should receive attention regularly from the beginning. Both oral 
and written work should be done. It is not considered advisable to 
keep the prose work of the first year in notebooks. 

Second Yeak. 

1. Latin Readings. Text: Bennett's Caesar. 

Caesar's Gallic Wars, Books I, II and III or IV. Sight reading 
may be done by having the class read as much of the next day's lesson 
as time will permit, but they should be held responsible the next day 
for work covered in this manner. If Smith's Latin Lessons has not 
been completed in the first year, it will not be objectionable to employ 
the first month or six weeks of the second year in completing it, pro- 
vided the first book, three books of Caesar and thirty prose lessons are 
completed in two years. 

2. Principles of syntax. 

In connection with each reading lesson, assign about ten words to be 
studied and written in tabular form suggested in the outline of syntax 
for first year Latin. Emphasize all case constructions and the simpler 
uses of the subjunctive. 

3. Word formation. 

Review prefixes studied in first year in connection with principal 
parts of verbs. Give a more thorough study of suffixes in the formation 
of nouns from verbs, other nouns and adjectives. For example: 



Suffix 
sor (agent) 
tor 

or (state) 
(act or result 
of an act) 

Many suggestions for further word study can be found in Jenks' 
'Latin Word Formation." 



Prefix 

intercessor; inter (between) 

terror ; 

excursion ; ex (out from) ; 



Verb 

cedere (to move) ; 
terrere (to frighten) : 
currere (to run) ; (t)io 



—90— 

4. Inflections. 

In connection with the composition work, all inflections should be re- 
viewed. Noun and verb blanks are very convenient for these reviews. 

5. Life and times of Caesar. 

The geography and history of Eome during these days should be em- 
phasized by maps and reading. The organization of the army and 
weapons of warfare should be compared with those of today. 

6. Prose composition. 

Text: Bennett's New Latin Composition. Part I, thirty lessons. 

One forty-five-minute period each week throughout the year. 

Practice should be given in translating sentences orally and in writ- 
ing. It is well to require students to prepare their prose lessons in 
notebooks, writing both the English and the Latin. Careful corrections 
should be made by the teacher or by the students under the direction 
of the teacher. There should always be a careful final checking by the 
teacher to make sure of accuracy. 

Third Yeae. 

1. Required reading. Text: Bennett's Cicero. Manilian Law., 
and four other orations or their equivalent. One book of Virgil may be 
substituted for two orations against Catiline. Sight reading as indi- 
cated in second year, and also in Cicero's letters if these are available. 

2. Style. 

Compare Cicero's orations with Caesar's narrative in regard to the 
following points: Use of pronouns; person of verb; use of imperative; 
elasticity in order of words; sentence structure; rhetorical devices. 

Make careful study of the outline of the Manilian Law as stated by 
the orator. Have pupils enlarge this outline by filling in points as the 
orator makes them. This serves as an excellent model for any argu- 
mentative discourse. 

3. Syntax. 

Review the principles of syntax already studied. Continue to assign 
at least ten words each day for intensive study in construction according 
to tabular form suggested. The following are some of the constructions 
occurring most frequently in Cicero : 

Conditional sentence, 

Subjunctive in independent clauses, 

Relative clause of characteristic, 

Relative clause of result, 

Relative clause of purpose, 

Dum temporal and proviso clauses, 

Concessive or adversative clauses, 

Substantive clauses. 

4. Word formation. 

A review of prefixes, suffixes, and roots applied to Cicero's vocabulary. 
Have pupils try to discover meaning of new words, both English and 
Latin, from the knowledge they have of word study. 



—91— 

5. Life and times of Cicero. 

Historic background of the orations studied. 

Cicero's private and political life. 

The importance of the forum in the life of the people. 

Meaning of the three orders ; of the senate ; and of "Cursus honoruni." 

Other officers and their duties. 

6. Prose composition. Text: Bennett's New Latin Composition. 
Part II, thirty lessons. 

One forty-five-minute period each week, treating the work as indi- 
cated in the second year. 

Examples of sentences should be found in required reading. 

Fourth Year. 

1. Required reading. Text: Bennett's Virgil. 

Virgil's Aeneid, Books I, II, VI, and two others. Sight reading as 
indicated in second year. 

2. Inflections. 

Striking peculiarities of form should be noted. 

3. Syntax. 

Dative of limit of motion for ad or in with accusative. 

Dative of agency for a or ab with ablative, with any passive form of 
verb. 

Accusative of limit of motion where prose would require ad or in 
with accusative. 

Accusative of specification. 

Ablative of place in, on, or from which where prose would require 
preposition. 

Imperative with ne to express prohibition. 

Future participle to express purpose. 

Common use of plural of nouns in sense of singular. 

4. Famous passages to be memorized: 

Book I, 607-609; Book II, 48-49, 324-326, 354; Book IV, 173-177, 
181-187, 522-532; Book VI, 126-129, 847-852. 

5. Prosody. 

Pupils should be able to read the dactylic hexameter fluently and to 
understand the meaning of the following terms: arsis, thesis, caesura, 
diaeresis, dactyl, spondee, trochee, elision, hexameter, ictus. They 
should be able to write scansion correctly. 

6. General information. 

Pupils should refer to a mythology in order to become acquainted 
with the functions and attributes of the deities mentioned and the 
mythological places. They should know the main characters in the 
story and the part played by them. 

Pupils should know the historical setting of the Aeneid and Virgil's 
motive in writing the poem. They should appreciate this poem as a 
masterpiece of the world's literature and realize the importance of it 
in the world's thought and the world's literature. 

7. Prose composition. 

One forty-five-minute period each week. 

Continue the work as done in the second and third years, using Ben- 
nett's text or any other standard text. 



-92- 



MODERN FOREIGN LANGUAGES. 

(See Modern Languages, bulletin No. 82, 1918, State Department of 
Education.) 

Whether the aim in teaching a modern foreign language be economic 
or purely cultural, general or specific, no aim can be realized until a 
well-laid foundation is made, based upon an intelligent grasp of the 
fundamental principles of the language. The work of the first two 
years of the course should, therefore, be intensive, well directed, and 
reinforced by constant drill and practice. Creditable progress will be 
insured in the third and fourth years following the careful instruction 
that is necessary in the beginning. 

Articles of Creed. 

Every teacher of a modern foreign language should insist upon 

1. Correct pronunciation. 

2. Careful and intelligent reading of all assignments. 

3. A mastery of the fundamental grammatical principles of the lan- 
guage. 

4. Daily conversation with a purpose (complete statements always 
to be given) : to acquire naturalness and east in the use of every-day 
expressions, common idioms, and grammatical relations. 

5. The foreign language, whenever possible, the medium of expres- 
sion. 

Reading Material. 

For the first two years of the course, texts employing a practical 
vocabulary and based upon the daily life, habits, and customs of the 
foreign people, the geography of the country, and those texts designed 
to please and stimulate interest will be found most suitable. 

For the third and fourth years, there should be more rapid reading, 
supplementary as well as that directed in class, of easy texts to gain 
fluency and stimulate interest. One or more masterpieces, particularly 
in the fourth year, should be read carefully and studied as literature. 
Preference should be given to texts that are modern in character. 

GRAMMAR. 

A well directed study of the grammar is absolutely essential to secure 
accuracy in reading, writing, and speaking a foreign language. This 
study should be continuous throughout the four-year course, particular 
emphasis to be given to it during the first two years. In choosing a 
grammar, preference should be given to the text designed for inductive 
teaching and plentifully supplied with forms, blanks, and exercises for 
drill. Simple sentences in the foreign language, conjugation of verbs 
in complete sentences, conversation based on particular points of the 
grammar, easy dictation, and memory work will further serve to elim- 
inate the use of the mother tongue. 

In the third and fourth years, the grammar should serve largely as 
a reference book. Particular points should be assigned for careful study 
and various principles discussed in connection with the reading matter. 



—93— 

Oral and "Written Work. 

The recitation should be largely oral and in the foreign tongue, pro- 
vided a disproportionate amount of time is not thus consumed. Class- 
room directions should be gradually introduced with a view of increas- 
ing the use of the foreign language. The reading matter will, in gen- 
eral, form the basis for the oral work, aided by the use of charts, maps, 
pictures, models, etc. 

Written work should follow the oral work. It may in the beginning 
take the form of filling in blanks, transforming sentences, taking easy 
dictation based on reading matter already treated orally. Eeproductions 
of easy stories may be required as the class progresses. In the third 
and fourth years, oral and written resumes of the reading may be re- 
quired. Letter-writing at this time should be given prominence. All 
written work should be carefully corrected. 

Library. 

In addition to pictures, charts, maps, models, etc., freely used in be- 
ginning classes to facilitate instruction and create interest in the for- 
eign tongue, there should be provided for a four-year course a library 
comprising a standard dictionary, books on travel, biography, history, 
life and customs of the foreign people, periodicals and newspapers, mul- 
tiple copies of easy texts for supplementary reading, and books for 
teachers on method, pronunciation, etc. A library of the character 
herein described is prerequisite to the granting of the fourth unit in 
a foreign language. 

Examinations. 

At the end of two years a student should be able to pass creditably 
an examination consisting of a translation at sight of a selected bit of 
simple reading matter, the construction of short sentences in question 
and answer form, a simple composition, and the writing of sentences 
involving common idioms and the fundamental grammatical principles. 

In the third and fourth years the ability to use the foreign language 
with a fair degree of accuracy and ease should be the principal test. The 
examination should consist of a discussion in the foreign language of a 
selected bit of fairly difficult reading, translation into the foreign lan- 
guage of a selected passage on a familiar topic, the writing of a letter, 
and sentences involving the fundamental grammatical principles and 
common idioms. 

SPANISH. 

See Modern, Languages, Bulletin No. 82, State Department of Edu- 
cation. 

First Year. 

The beginner should first hear, then learn to read, and then to write. 
The work should include : 

1. Constant drill on pronunciation. 

2. Training to read aloud. 

3. Conjugation of the regular verbs and common irregular verbs. 

4. Nouns : plural ; gender ; agreement. 

5. Simple sentence construction based on practical vocabulary. 



—94— 

6. Simple uses of pronouns : personal, possessive, demonstrative, in- 
definite, and object. 

7. Common uses of ser and estar. 

8. Commonest idioms and every-day expressions. 

9. Numerals (to be taught gradually from the beginning). 

10. Careful study of object pronouns (direct and indirect) ; position 
of object pronouns. 

11. The imperative (the present subjunctive). 

12. Verbs that introduce the infinitive by preposition: ir, venir, 
volver, aprender, enseiiar, and verbs meaning to begin. 

13. Easy oral composition. 

14. Easy written composition. 

(Composition should be based on subjects of daily interest: the home, 
the store, the school, etc.) 

15. Dictation and memory work. 

Suggested Texts. 

A direct-method text may not need to be supplemented by a reader. 
An introductory grammar and an easy reader form a good combination. 

De Vitis, Brief Spanish Grammar, Allyn & Bacon. 

Espinosa and Allen, Beginning Spanish, American Book Company. 

Hannsler and Parmenter, Beginner's Spanish, Scribner's Sons. 

Hills and Ford, First Spanish Course, Heath and Company. 

L. Sinagnan, A Foundation Course in Spanish, The Macmillan Com- 
pany. 

Hall, All Spanish Method (First Book), World Book Company. 

Cherubini, Curso Prdctico de Espanol para Prmcipiantes, Winston. 

Galeno Natural Method Spanish, Book I, Gregg Publishing Company. 

Eoessler and Eemy, Spanish Reader, American Book Company. 

Dorado, Primeras Lecciones de Espanol, Ginn and Company. 

Harrison, Elementary Spanish Reader, Ginn and Company. 

De Vitis, Spanish Reader, Allyn & Bacon. 

Espinosa, Elementary Spanish Reader, Benj. H. Sanborn. 

Wilkins, Lectures Fdciles con Ejercicios, Silver-Burdett. 

Second Year. 

The second year's work in a modern foreign language is generally 
considered the most difficult of a four-year course. Systematic review, 
constant drill and practice, and a thorough study of the fundamental 
grammatical principles are absolutely essential. The following points 
should receive emphasis: 

1. Careful review of the principal points of grammar studied the 
first year. 

2. Mastery of regular and common irregular verbs. 

3. Thorough study of verbs: impersonal, reflexive, orthographical- 
changing, and radical-changing. 

4. Uses of pronoun se. 

5. Passive voice. 

6. Careful study of the subjunctive. 

7. Important uses of the infinitive. 

8. Uses of para and por. 



—95— 

9. Common idioms and usual expressions. 

10. Conversation with definite aim. 

11. Easy composition (oral and written). 

12. Dictation. 

13. Memory work. 

14. Eeading. (Eead approximately 150 pages.) 

(For scope of examination after two years' work, see introduction to 
this outline.) 

Suggested Texts. 

The grammar begun in the first year might well be continued in the 
second year. Other texts are: 

Coester, Spanish Grammar, Ginn and Company. 

Hills and Ford, Spanish Grammar, Heath and Company. 

De Vitis, Spanish Grammar, Allyn & Bacon. 

Espinosa and Allen, Elementary Spanish Grammar, American Book 
Company. 

Olmsted and Gordon, Spanish Grammar, abridged, Holt. 

Pittaro, A Spanish Beader, Heath and Company. 

Dorado, Espana Pintoresca, Ginn and Company. 

Valera, El Pdjaro Verde. 

Alarcon, El Capitdn Veneno. (Second term.) 

Altamirano, La Navidad en las Montanas. (Second term.) 

Hannsler and Parmenter, A Spanish Beader, Scribner's Sons. 

Henry, Easy Spanish Plays (with suggestions for Spanish clubs), 
Allyn & Bacon. 

Waxman, A Trip to South America, Heath. 

Alarcon, Novelas Cortas Escogidas. (Second term.) 

Sparkman, Industrial Spanish, Allyn & Bacon. 

Phipps, Pdginas Sudamericanas, World Book Co. 

Fortuna y Zaragucta, Heath. 

Fontaine, Flores de Espana, Win. R. Jenkins. 

Thied Yeak. 

The work of the third year should consist of more rapid reading of 
easy texts, preferably those that are modern in character, to gain 
fluency and ease in reading and speaking, to lend encouragement, and 
to stimulate interest. Grammar may be successfully taught in connec- 
tion with a composition text and the reading. Letter-writing should be 
given prominence. Composition, both oral and written, should be con- 
stantly required. Dictation and memory work are always necessary. 

Supplementary reading of easy texts may be required. During the 
third year from 250 to 300 pages should be read. 

Suggested Texts. 

(Some of the reading texts listed for the second year might also be 
used in the third year, particularly those suggested for the second half 
of the term.) 

Crawford, Spanish Composition, Holt. 

Umphrey, Spanish Prose Composition, American Book Company. 

Broomhall, Spanish Composition, Allyn & Bacon. 



—96— 

Isaacs, Maria ( Spanish- American story). 

Nelson, The Spanish American Reader. 

Fuentes and Frangois, A Trip to Latin America, Holt. 

Galdos, Marianela; or Mariucha. 

Valdes, Jose. 

Benavente, Tres Comedias, Heath. 

Jose Manual, Amalia, Macmillan. 

Tres Comedian Modernas, Holt. 

Ibanez, Vistas Sudamericanas. 

Fourth Year. 

The outline of work of the fourth year should be a continuation of 
that of the third year, though of a more advanced nature. Grammar 
should ever receive attention, to which the composition, both oral and 
written, will testify. A more technical vocabulary for business Spanish 
might well be cultivated (in third or fourth year), following the careful 
foundation laid during the first two years. The foreign language sis 
literature should be gradually approached. 

Suggested Texts. 

Cool, Composition Booh, Ginn and Company. 

Broomhall, Spanish Composition, Allyn & Bacon. 

Ibanez, La Batalla del Marne, Heath. 

Ibanez, La Barraca, Holt. 

Galdos, Dona Perfecta. 

Galdos, Electra. 

Valera, Pepita Jimenez. 

Echegaray, Locura o Santidad, Heath. 

Nunez de Arce, El Haz de Lena, Heath. 

Quinteras, Dona Clarines. 

Sierra, La Cancion de Cuna. 

Harrison, A Spanish Commercial Reader, Ginn and Company. 

McHale, Commercial Correspondence. 

Harrison, Negocios con la America Espanola, Gfregg. 

(A bibliography for teachers will be found in Modern Languages, 
Bulletin No. 82, State Department of Education. A suggested library 
list for a four-year course in Spanish will be forwarded from the State 
Department on request.) 



FEENCH; GERMAN. 

For detailed outlines in French or German see Modern Languages, 
Bulletin No. 82, State Department of Education. 



—97— 



COMMERCIAL EDUCATION. 

The tendency in commercial education is from general courses to 
those with more specific purpose. The program is also expanding. Sub- 
jects long established are finding place in new schools, while subjects of 
a more vocational nature are being added in the larger high schools. 
The traditional subjects are becoming less general, in an effort to fit 
them better to the needs of the students, and to correlate school work 
with local business needs. 

As the aims in business education become more definite, there is need 
for more careful selection of the students who make up the classes. 
Some organized assistance to students is needed in their problems con- 
nected with choosing favorable lines for advanced study or work. A 
course in the study of occupations may offer appreciable help in this 
matter. Another way of helping is to place in the lower years of high 
school short courses in the elements of the more popular business sub- 
jects, to be followed by advanced courses for those who find the begin- 
ning in accord with their talents. 

Such studies as elementary bookkeeping with business practice, type- 
writing with office practice, commercial geography, commercial arith- 
metic or occupations might be worth a half year of the time of every 
boy and girl. These may be advantageous in the first two years of high 
school. Those who must leave school before graduation will find these 
courses helpful in filling first positions. Those who continue in business 
education will have a basis for choosing and progressing in advanced 
studies. All young people need this modicum of business training for 
daily life. 

The broadening culture of such subjects as English, science, history, 
and mathematics is needed by boys and girls aiming at business pursuits 
as well as by other students. To hold students over from one year to 
the next it may be well to have them choose with the advice of parents 
and teachers their next year's program in the spring of each year. (See 
Richardson's, "Making a High School Program," page 3, The World 
Book Company.) 

The subjects of a business nature, which may be accredited when 
offered to advanced high school students, are stenography, bookkeeping, 
commercial law, economics, sociology, and advanced arithmetic. As a 
vocational subject, stenography opens better opportunities for girls than 
for boys. It is a profitable calling for girls, but is not in the usual 
line of advancement for boys. (See The Cleveland Foundation Survey, 
volume on "Boys and Girls in Commercial Work," Chapter 1. The 
World Book Company.) 

Among courses of a vocational nature that are gaining place in the 
larger high schools there might be mentioned the following, which are 
not yet accredited in this state: 

Retail selling and store service. (See Bulletin 22, Federal Board for 
Vocational Education.) 

Salesmanship and professional buying. 

Advertising. 

Banking and corporation finance. 

Insurance. 



—98— 

Foreign Trade and Shipping. (Bulletin 24, Federal Board for Vo- 
cational Education.) 

Business Organization. 

Special students should be allowed to elect any commercial subjects 
they are prepared to study, regardless of the place of the subject in the 
curriculum. The large majority of boys and girls of high school age 
are out of school, attempting to work with too meager preparation. Fig- 
ures compiled from census returns and attendance reports on file in the 
State Superintendent's office show that for the school year of 1920- 
1921 there were 171,572 boys in Texas between the ages of fourteen 
and eighteen. Of these only 39,899 or 23 per cent were enrolled in 
school at any time during the year. Of 163,733 girls there were en- 
rolled in school 62,397, or 38 per cent. Thus, there are three boys out 
of school for every one in school of high school age, and there are many 
more girls out than in. A public high school has no good moral or 
legal reason for restricting its aid to the few who are accidentally for- 
tunate enough to afford a regular high school course and may, per- 
haps, aspire to a college course. If there are among those who have left 
school early, some who are ambitious enough to return for a little time, 
they are worthy of consideration, and some adjustments should be made 
on the part of school officials and teachers. Any day classes should be 
open to them, and special classes should be opened, if the numbers of 
special students justify the arrangement. State and Federal money is 
available, under rather narrow restrictions, for aid in the education of 
workers who return for part-time study. Those interested in this aid 
should address N. S. Hunsdon, State Director of Industrial Education, 
Austin. 

STUDY OF OCCUPATIONS. 

One-half unit accrediting allowed when taught by a teacher specially 
trained in this work. Suggested for first or second year of high school. 

Vocational education is too costly to waste upon students who are not 
vitally interested in following the training with practice. It is the 
prerogative of American youth to select his own line of service. Intelli- 
gent choice is possible only when sufficient vocational information is 
acquired to permit accurate comparisons of opportunities. 

The choosing of subjects of the curriculum should be preceded by a 
survey of local interests and local chances for openings for those trained 
to begin work. The choosing of subjects by an individual should be 
based upon an intelligent determination of means required to reach a 
desired end. I 

Study of occupational opportunities should begin before the age of 
fourteen, the end of the compulsory school period. A little study should 
convince any youth that the worthwhile opportunities are for those with 
more well directed education and training than they have acquired up 
to this time. Such study naturally tends to hold children longer in 
school. If the course of study does not permit of a class in occupations 
in the intermediate grades, the study might be made a part of the work 
in oral and written composition and reading. A beginning can be 
effected by asking each boy and girl to list three or four preferred 
vocations in order of preference. Each vocation so listed can be made 



—99— 

the object of study, in turn, by aid of such an outline as appears in the 
High School Commercial Bulletin, No. 116, page 14. This is one good 
means of socializing the composition work. 

The following outline was secured from Dr. John M. Brewer, Head of 
Bureau of Vocational Guidance, Department of Education, Harvard 
University : 

METHODS OF TEACHING A LIFE CAREER CLASS. 

1. Text book. Whatever text book is used, supplement it by means of 

the suggestions in the outline for the subject matter of the life 
career class, and by the plan below. Have the class maintain at 
all times a critical attitude toward the points of the text book. 

2. Class time. 

a. Discussion of the text book material, with books open. Ex- 

periences of the students, related to points in the lesson, 
and additional information. Questions to bring out new 
points and to sti:nulate thinking. Criticism of statements 
of the text — whether or not true, with reasons and con- 
crete illustrations. 

b. Written and oral work: business letters, business talks, sales 

talks, interviews, dramatized business situations, adver- 
tisements, telegrams, reports, parliamentary law. Other 
exercises in topics below. 

c. Tests: Frequent assignment of one or two questions for 

brief written answers, to test outside-of-class work. Avoid 
questions for obvious answers reproducing the points made 
by the text book. Occasional examinations. 

d. Reports : Each pupil, or several in committee, may choose 

or be assigned topics for investigation, and may report in 
class. 

3. Outside time. Study of text book, exercises of the text, together 

with other activities noted below. 

4. Notebooks. Notes from reports given in class, from investigations, 

and interviews with workers or employers. Clippings* pictures, 
brief articles, or other printed matter. 

5. Counseling. Questionnaires from the students: (1) Working ex- 

periences in vacation, after school, evenings, part-time, or other 
plan; (2) occupations about which something is already known; 
(3) school work, past, present, and future; (4) occupations under 
consideration, in order to present preference; (5) final choice, if 
any; (6) choices in the several fields, as the study of groups of 
occupations proceeds. Educational guidance throughout. Con- 
ferences at occasional intervals, with each pupil. 

6. Supplementary exercises in class or for home work. 

a. Special topics for study and report: The advantages and 
disadvantages of particular occupations; the history of an 
occupation; biographies; references to encyclopedia or 
magazine articles; catalogs of schools and colleges. 



—100— 

b. Special topics for classroom study: the requirements of an 

occupation; advantages and disadvantages; analysis of 
jobs (what the worker had to do) ; analysis of lines of 
promotion, charting of commercial and industrial organi- 
zations; characteristics of an occupation. 

c. Outside exercises: the criticism of proverbs bearing on occu- 

pations; preparing of a diagram of common occupations; 
maps of retail business centers. 

7. Supplementary helps. 

a. Talks with men and women in the occupations, with reports 

in class on information obtained. 

b. Trips and visits. (These are often overdone.) 

c. Talks by outsiders to the class. (These are very much open 

to question, from many standpoints. Great care must be 
used in selecting the person and in telling him which 
points will be most useful to the pupils.) 

d. The use of handy books for boys and girls, trade journals, 

newspapers, and catalogues. 

e. The use of pictures and museums. 

f. Statistics on occupations. 

g. Classified and annotated list of references on occupations: 

articles, and books. 

Suggested Texts. 

Gowin and Wheatley, Occupations, Ginn & Co., 1917. 

Fowler, Nat. C, Jr., Starting in Life, Little, Brown & Co., Boston, 1914. 

Library List. 

Allen, The Instructor, The Man and the Job, Lippmcotts. 

Allen, Frederick J., A Guide to the Study of Occupations, Harvard 
University Press, Cambridge, 1921, $2.50. 

Brewer, John M., The Vocational Guidance Movement, The Macmillan 
Co* 1918. 

Kelly, Roy W., Training Industrial Workers, The Eonald Press, 1920. 

Marden, 6. S., Choosing a Career, Bobbs-Merrill Co., Indianapolis, 1905. 

Filene, Catherine, Careers for Women, Houghton-Mifflin Co., 1920, $4.00. 

Dickson, Margaret, Vocational Guidance for Girls, Rand-McNally Co., 
Chicago, 1917. 

Leavett and Brown, Prevocational Education. 

Puffer, J. Adams, Vocational Guidance, Rand-McNally Co. 

Ryan, Vocational Guidance and the Public Schools, U. S. Bureau of 
Education Bulletin, 1918, No. 24. 

Vocational Guidance in Secondary Education, by a committee appointed 
by the National Educational Association, U. S. Bureau of Educa- 
tion, Bulletin No. 19, 1918. 



—101— 

BOOKKEEPING. 

May be accredited for one or for one and one-half units. 

Bookkeeping may be accredited for a one unit general course, or for 
a one-year general course followed by a half unit of distinctly advanced 
bookkeeping or elementary accounting. These courses may be placed 
in any year of high school beyond the first year. 

The time requirement for one unit is 90 minutes per day, of directed 
or supervised work, for 180 days. For two units the time should be 90 
minutes per day for two years. For a half unit the time may be 45 
minutes per day for 180 days, or 90 minutes for 90 days. At least 45 
minutes daily must be directed or supervised. If the remainder of the 
daily preparation is not under supervision the student should work 60 
minutes alone to replace 45 minutes of directed work. 

In submitting material for accrediting, follow directions given in the 
latest Directory of Classified and Accredited High Schools which is 
published annually. See especially "What to send." 

For suggestions on methods see the High School Commercial Bulletin, 
No. 116. 

There is no objection to substituting problem or project bookkeeping 
of the nature of school accounts, personal accounts, household accounts, 
or books of a local business enterprise for some of the work outlined in 
a published system, but the results must show the equivalent of account- 
ing insight and organized effort, in order to be acceptable for accrediting. 

Results in bookkeeping should be measured in increased ability to 
adapt to actual situations involving accounting, and to care accurately 
for books arranged according to any standard double entry system. Un- 
derstanding of principles, situations and business operations can not be 
thoroughly measured by the amount of work on long sets that the stu- 
dent might cover. Other types of tests, examinations, problems, investi- 
gations, or exercises should be employed to train and test the students. 
Any test might well consist of about two-fifths theory questions and 
three-fifths of problems requiring application of principles. 

The following is a partial list of acceptable texts: 

For a Regular One- Year Course. 

Baker's, Twentieth Century Bookkeeping and Accounting, to page 176 
and Sets I and II. See also Exercise Books I, II, III and IV, 
designed to supplement the above named text. Southwestern Pub- 
lishing Co., Cincinnati, Ohio. 

Goodyear-Marshall, American Bookkeeping Series, Units One to Six, 
Problems 1 to 24; text, "Principles, Rules and Definitions for 
Bookkeeping." Goodyear-Marshall Pub. Co., Cedar Rapids, Iowa. 

Hoover, S. R., Bookkeeping and Accounting Practice, the "Introductory 
Course," Sections 1, 2 and 3, together with either set IV or set V. 
The A. W. Shaw Co., Cass & Huron Sts., Chicago. 

Lyons' Bookkeeping, Parts I and II. Lyons and Carnahan, Chicago. 

McKinsey's Bookkeeping and Accounting, Southwestern Pub. Co., Cin- 
cinnati. Vol. I, Series A, 1920. 

Miner and Elwell, Principles of Bookkeeping, to page 256 and Sets I 
to V. Ginn & Co. 



—102— 

Modern Illustrative Bookkeeping, Introductory and Advanced Courses. 
American Book Co., Chicago. 

Howe's Bookkeeping and Accounting, Introductory and one advanced 
budget. H. M. Rowe Co., Baltimore. 

Texts foe a Half-Yeae of Advanced Bookkeeping and Accounting. 

McKinsey, Bookkeeping and Accounting. Vol. IT, Series A. South- 
western Pub. Co., Cincinnati, 1920.' Chaps. XXXVII to LV, in- 
clusive. 

Hoover, S. R., Bookkeeping Practice, two sections selected from Sections 
V, VI and VII. A. W. Shaw Company, Cass and Huron Streets, 
Chicago. 

Lyons' Modern Corporation Accounting, with Banking and Bank Ac- 
counting sets. Lyons and Carnahan, Chicago. 

Miner and Elwell, Principles of Bookkeeping, Sets V, VI, VII and VITI. 
Ginn and Company, Dallas. 

COMMERCIAL ARITHMETIC. 

One-half unit accrediting is allowed. 

Two courses in high school arithmetic are recognized for accrediting 
when proper differentiation is made. Both may not be accredited to 
the same student. Therefore, both courses should not be offered except 
in large high schools where the numbers justify two similar electives. 
Commercial arithmetic is suggested for the early years of high school 
and advanced arithmetic for the third or fourth year. The former is 
expected to increase facility in the use of figures, formulas, tables, 
graphs, algebraic equations, and other mathematical processes in the 
solving of such problems as arise in every-day business. Advanced 
arithmetic is aimed at a correlation of such arithmetic, algebra, geom- 
etry and trigonometry as the class may have studied. This subject also 
should stress application of principles to useful work, but it is con- 
cerned more with fixing principles in their relation to possible use, while 
commercial arithmetic is primarily concerned with getting results. 

Advanced arithmetic is discussed in more detail under the head of 
mathematics. 

For methods in commercial arithmetic see High School Commercial 
Bulletin No. 116, page 29. 

To determine what to send for accrediting these subjects, see the 
latest annual "Directory of Classified and Accredited High Schools." 

There is no adopted text in high school arithmetic. The following 
texts are listed as fairly representative of the many books of various 
types that are available. The instructor has the responsibility of see- 
ing that the first essentials are given first consideration. The needs of 
the class should be the criteria for the selection of material. Thus the 
text material should be selected critically, so that the most important 
matter may be covered in the brief period of the course. 

Texts : 

Bigelow & Arnold, Elements of Business Arithmetic, Macmillan. 

Curry-Rubert, Business Arithmetic, S. W. Publishing Co., Cincinnati, 
1922. 

Moore & Miner, Revised Practical Business Arithmetic, Ginn & Co. 

Phinney & Brown, Complete Business Arithmetic, Henry Holt & Co. 



—103— 

• 
Sutton & Lennes, Brief Business Arithmetic, Allyn & Bacon. 
Van Tuyl, Complete Business Arithmetic, American Book Co. 
Walsh, Business Arithmetic, from page 109, Gregg Publishing Co. 
Wells and Hart, New High School Arithmetic, D. C. Heath. 
Eapid Calculation Tablets : 

Birch, Applied Business Calculations, Gregg Publishing Co. 
Mcintosh, Exercises in Rapid Calculation, Mcintosh Publishing Co. 
Powers and Loker, Practical Exercises in Rapid Calculation, Ginn 
& Co. 

SHORTHAND AND TYPEWRITING. 

Typewriting may be accredited for one-half unit. 

Shorthand and typewriting, together, may be accredited for one or 
for two units. 

The time requirement for one unit is 90 minutes per day, of directed 
or supervised work for 180 days. For two units the time should be 90 
minutes per day for two years. For a half unit the time may be 45 
minutes daily for 180 days, or 90 minutes for 90 days. At least 45 
minutes daily must be supervised. If the balance of the daily prepara- 
tion is not under supervision the student should work 60 minutes to 
replace 45 minutes of supervised work. 

For suggestions on methods see High School Bulletin No. 116. 

A quality standard should be used to measure work upon which credit 
is asked. Speed is of avail only when the quality of the product is 
acceptable. Neatness, attractiveness, and intelligence in arrangement 
should improve as the course progresses. Thus the quality standard 
may be raised progressively. 

Typewriting. 

In rating speed and errors the International Typewriting Rules may 
be followed. After deducting ten words from the gross number for each 
error the student should be able to produce at least 20 words per minute 
net, of acceptable quality, at the end of a half-unit course, and more 
than 30 words per minute at the end of a unit course. Take the aver- 
age of three or four fifteen-minute tests, given on different days. 

Shorthand. 

At the end of a one-unit course in shorthand and typewriting, the 
students should be able to take dictation at the rate of at least 50 words 
per minute, net, and 80 words per minute at the end of the second year. 
Shorthand should always be accompanied by, or preceded by, typewriting. 

Shorthand (reference list) : 

Hoke Tests for Reading, Vocabulary and Speed in Shorthand, Gregg 
Publishing Co. 

The Teaching of Shorthand, Jno. Gregg, Gregg Publishing Co. 

Office Practice and Business Procedure, Florence McGill, Gregg Pub- 
lishing Co. 

Constructive Dictation, Gardner, Gregg Publishing Co. 

International Typewriting Contest Rules, Underwood Typewriter Co. 
(Several copies of latest issue.) 

Making Shorthand Teaching Effective (Booklet), Gregg Publishing 
Co. 



—104— 

• 

The Teaching of Shorthand, Gregg Publishing Co. 

How to Prepare for Civil Service, Gregg Publishing Co. 

The Educational and Practical Value of the Study of Shorthand, 
Gregg Publishing Co. 

Fourteen Points in Shorthand Teaching, Gregg Publishing Co. 

Obstacles to the Attainment of Speed in Shorthand, Gregg Publish- 
ing Co. 

Typewriting (texts and reference list) : 

Mosher, Touch-Typewriting Instructor, Lyons & Carnahan. 

Depew, Scientific Typewriting, Allyn & Bacon. 

Rational Typewriting Manual, Gregg Publishing Co. 

Seven Speed Secrets of Expert Typing, Gregg Publishing Co. 

Typing Through Ehythmical Control, Gregg Publishing Co. 

Methods of Teaching Typewriting, Gregg Publishing Co. 

Michael's Method of Touch Typing — Rhythm Drills, Michael, Phoe- 
nix, Ariz. 

COMMERCIAL GEOGRAPHY. 

May be accredited for one-half unit. 

Time : The same as for other sciences, three recitations and three 60- 
minute periods for field and laboratory work. 

A general survey of the enterprises and resources of the community 
has been found advantageous in this subject. The data may be logically 
grouped under the four headings : Agriculture, industry, commerce,, 
and civic advantages. For making the survey, the class might be or- 
ganized into four or more committees according to the individual in- 
terests of the students. As the data is gathered it can be placed on the 
board, discussed and reorganized by the class, and when corrected, placed 
in the notebook of each student. Those gathering the data should pre- 
serve their original notes along with the corrected outline, for class ref- 
erence. The problem to be solved on the basis of this data could be ta 
estimate the growth of these local enterprises during the next ten years. 
The text matter and all references should be discussed comparatively 
and critically, and in relation to local findings when possible. 

Equipment should include a laboratory with tools for making maps, 
charts, graphs and museum exhibit material. The exhibit material can 
be collected during the survey to be mounted and labeled in the labora- 
tory periods. Each committee may work up its own collected material. 
Most of the nationally advertised corporations have educational exhibits 
that are sent on request. Among these are Armour & Co., Standard 
Oil Co., Swift & Co. (fertilizers), Walter Baker Co., Eberhard Pencil 
Co., New York; Seaboard Rice Refining Co., Galveston; German Kali 
Works, 42 Broadway, New York; Corn Products Refining Co., New 
York. 

Excellent slides are furnished by the Extension Division of the Uni- 
versity of Texas for schools which have lanterns. 

The following are a few of the representative texts: 

Bishop and Keller, Industry and Trade, Ginn & Co., 1920. 

Dryer, Elementary Economic Geography, American Book Co. 

Finch & Baker, Geography of the World's Agriculture, Government 
Printing Office, Washington, D. C. 

Redway, Commercial Geography, Chas. Scribner's Sons. 

Smith, Commerce and Industry, H. Holt & Co. 



—105— 

Notebooks. 

Notebook for Constructive Work in Commercial Geography, The His- 
torical Publishing Co., Topeka, Kansas. 

Dryer, C. E., Loose-leaf Manual to accompany text. 
Jefferson, Mark, Commercial Values, Ginn & Co. 

Library List. 

Magazines. 

National Geographic, Washington, D. C. 
Journal of Geography, Chicago, 111. 

Market Eeporter (weekly), U. S. Department of Agriculture. 
Federal Reserve Bulletin, Federal Reserve Board. 
Economic Conditions, Government Finance, and U. S. Securities, 
National City Bank, New York. 

Source Books and References. 

Colby, Source Book of Economic Geography of North America, Uni- 
versity of Chicago Press. 

Smith, J. R., Food Resources of the World, Holt & Co. 

Brown, Principles of Economic Geography, Pitman. 

Sherman, Food Products, Macmillan. 

Nouise, Agricultural Economics, University of Chicago. 

Carver, Selected Readings in Rural Economics, Ginn & Co. 

Cherington, Elements of Marketing, Macmillan. 

Simonds, F. W., Geography of Texas. 

International Year Book, Dodd, Mead & Co. 

Statistical Atlas of the United States, Department of the Interior, 
Washington, D. C. 

The World Almanac, 35 cents at all booksellers. 

COMMERCIAL LAW. 

One-half unit accrediting allowed. 

An outline in this subject can be secured from the U. S. Bureau of 
Education, in their bulletin on commercial subjects, number 55, 1919, 
page 60. 

Essential principles can be impressed upon the students effectively by 
the use of well selected problems, based upon briefs of cases. 

A Suggestive List of Texts. 

Bay's Business Law, Macmillan. 

Gano, Commercial Law, American Book Co. 

Huffcut-Bogert' Elements of Business Law, Ginn & Co. (With teach- 
er's Manual.) 

Peters, Commercial Law, S. W. Publishing Co., Cincinnati. (With 
teacher's manual.) 

Whigham, Essentials of Commercial Law, Gregg Pub. Co. 



—106— 

Libeaey List. 

Bay's Case Book on Commercial Law. Obtainable from West Publish- 
ing Co., St. Paul. (1915. Price $4.50.) 

Conyngton, T., Business Law, The Eonald Press Co., New York, 1920. 

Mendell's Business and Commercial Law of Texas, with forms. Martin 
Stationery Co., Dallas, 1922. 

Moore & Houston, Problems in Business Law, Appleton. 



OTHER SUBJECTS. 

Outlines for certain elective subjects are not included in this bulletin. 
Those omitted are largely vocational subjects for which detailed outlines 
have been prepared in special bulletins. Bulletins issued by the Depart- 
ment are listed by the number on the cover. 



BULLETINS OF THE STATE DEPARTMENT OF EDUCATION 



NOW AVAILABLE FOB FREE DISTRIBUTION 



1915 



Bulletin 47. Forms and Directions, Independent School Districts 

1916 
Bulletin GO. School Records and Reports 



Bulletin 81. 

Bulletin 82. 

Bulletin 84. 

Bulletin 91. 



Bulletin 104. 



Bulletin 111. 
Bulletin 112. 
Bulletin 114. 
Bulletin 116. 
Bulletin 119. 
Bulletin 120. 
Bulletin 121. 
Bulletin 122. 
Bulletin 124. 



1918 

Texas High Schools — Latin 
Texas High Schools — Modern Languages 
Texas High Schools — Mathematics 
Texas High Schools — Library Equipment 

1919 

State Aid Schools (Equipment) 

1920 

How to Handle School Funds of Independent Districts 

How to Handle School Funds of County 

Syllabus of Home Economics for High Schools 

Texas High Schools — Commercial 

Texas High Schools — Music 

Rural Schools — Libraries 

Project Study Outlines 

Texas School Laws — For Teachers 

Texas High Schools — History and the Social Sciences 



1921 

Bulletin 129. Texas High Schools— Girls' Clothing Contest 
Bulletin 131. A Brief Handbook of Information for School Trustees 



1922 

Bulletin 136. Texas High Schools. Science. 

Bulletin 137. Texas Compulsory School Attendance Law. 

Bulletin 138. Home Nursing. 

Bulletin 139. Public School Directory. 1922. 

Bulletin 140. Equipment for Teaching Home Making. 

Bulletin 141. School Legislation of Thirty-seventh Legislature. 

Bulletin 143. School Laws. 

Bulletin 144. Text Book Regulations. 

Bulletin 146. Outline Course of Study. Summer Normals, 1922. 

Bulletin 147. Examinations and Certificates. 

Bulletin 148. School Grounds, School Buildings and Their Equipment. 

Bulletin 149. Rural Aid Appropriations. School Statistics. 

Bulletin 150. Texas High Schools. Directory of Classified and Accredited High 

Schools. 

Bulletin 151. Texas High Schools. Course of Study. 

Bulletin 152. State Course of Study (Elementary Grades). 



LIBRARY OF CONGRESS 



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